Public museums are increasingly exhibiting difficult histories that aim to challenge traditional national narratives of exclusion. This paper examines the "Being Japanese Canadian: Reflections on a Broken World" exhibit at the Royal Ontario Museum to provide insight into how innovative museum pedagogy might challenge hegemonic narratives and provoke new lines of thought. Using theories of difficult history and social justice pedagogy, this article argues that exhibits of difficult history have potential to shock visitors to thought; however, attention must be paid to how they also are co-opted to reinscribe the authority and legitimacy of public museums.