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Instructors have critically sought ways to embody the theories and ideals espoused in radical texts and work to better force changes in the type of students we produce. What is presented here is an honest reflective dialogue, based on a reflexive critique of 17 years as a professor and the students I have encountered. But more importantly, this is also based on an equal set of years studying the aftereffects of White supremacy, the "candy wrapper" left on the ground at a campsite that informs someone was present, insinuates what may have been done, and eludes a sense of disregard while foreclosing any understanding of what it will go on to do next. Those candy wrappers are the "mild" subjects of the legacy of lynching, colonialism, and state-sanctioned violence. So, in the context of being a faculty member engaged with students, I pose a question to you, for us, from me: What if instead of "transgressing" White supremacy, we are in fact maintaining it? Many of us in higher education have come to an understanding that diversity, equity, and inclusion (DEI) is insufficient for college teaching and student learning to positively move forward through the 21st century. If we are to understand White supremacy not as a societal add-on that has corrupted the world around us but instead as the actual world around us, how do we properly contextualize this in a course or class? How do we foster experiences that deepen an understanding of a systemic reality? This essay challenges reductionist understandings of White supremacy as a matter of privilege that are reflected in DEI, culturally responsive teaching, dismantling, antiracist, invisible-knapsack-based approaches. Could it be that through this reduction we are instead producing "monsters"?

Contemporary population trends impact leisure experiences and service delivery, requiring recreation and leisure departments to prepare students to meet the needs of an increasingly diverse clientele. However, with little formal training on how to teach content concerning diverse populations, this can be a daunting task. The panel session "Preparing Students to Serve Diverse Populations" was featured at the 2018 The Academy of Leisure Sciences (TALS) Research and Teaching Institute to help instructors navigate the challenges that arise when teaching diversity-related content to undergraduate and graduate students. This paper focuses on the lessons and recommendations that emerged from that panel of social justice scholars. Using the teaching to transgress philosophy and the Teaching Tolerance Anti-bias Framework, we highlight personal philosophies, pedagogical experiences, and specific activities that may help other instructors teach beyond diversity to facilitate students' connections with broader issues of social justice.

The end of year student course evaluations (SETs), the dreaded final act of a semester of teaching and learning that serves the "supposed" purpose of evaluating a course and its instructor. Various studies have already shown how SETs are ineffective in serving such a purpose, yet SETs are still used for major decisions such as tenure and promotion, and annual merit pay increases. Further, the fact that SETs are rife with racial, gender, and ethnic bias towards instructors is equally troubling. The aim of this reflexive essay is to highlight a form of racialized intellectual violence that is heaped upon faculty of color based on a content analysis of the author's negative and potentially racially motivated SETs over the span of a 12-year career. The outcomes of such a reflexive essay is to bring awareness and highlight the professional and psychological impacts that make teaching in/and of color in academia a precarious endeavor, as well as problematizing SETs use as a true evaluation of teaching effectiveness.

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It has been noted that crime and enforcement are likely a defining part of an evolving leisure experience. The aims of this manuscript were to call for research to focus on this phenomenon of the shooting and killing of people, particularly Black citizenry, by law enforcement. State sanctioned violence has been consistently wrought in leisure spaces and settings since those 2014–2015 deaths that were noted previously in a Leisure Sciences article, "The Case of the 12-year-old Boy: Or, the Silence of and Relevance to Leisure Research." An understanding of policing, not police officers, as tool for surveillance and control along with an understanding of society, not on individualized or small group social behavior are the needs in the research of a legitimate lethal and trauma-inducing phenomenon that occurs within the space, time, and activities of leisure, sport, and tourism. [ABSTRACT FROM AUTHOR]

Pedagogically, the term "bottleneck" refers to a moment when students may face barriers to understanding content in the process of learning. As instructors identify "bottlenecks" within their courses, they are faced with the challenge of how to best assist students in overcoming them. Further, most instructors want to know what selected teaching strategies to implement in the classroom to increase student learning. The seven-step process of Decoding the Disciplines (Middendorf & Pace, 2004) provides a platform for helping students learn how to think instead of what to think to successfully progress through identified bottlenecks. The model also allows for instructors to collect evidence-based results of student learning that contribute to the scholarship of teaching and learning, while infusing deeper meaning and learning into the classroom. The model is particularly useful for instructors who face challenges in incorporating alternative pedagogical strategies. (Contains 1 figure.)

The racial domination that is showcased in the spectacle of lynching leads to an intersection of discourse, critique, and reflection on identity. Utilizing visual methodologies along with a critical theory focus, the documented history in photographic images and textual accounts provides a window to human leisure behavior as it is situated in a setting through displays of power. Tortured black bodies are situated in a reversed position of authority with those in power that have condemned them through a Foucault perspective, and the role of the "king" or figure of authority that places judgment within these leisure festivals of racial violence. The discussion of lynchings as violent acts of leisure in various settings creates a vehicle for the field of leisure studies to contribute to dialogues on meaning(s) of place and the significance of race, more specifically. (Contains 13 figures.)