Stefanie Benjamin
University of Tennessee
35 Papers
49 Citations
Stefanie Benjamin is an academic researcher from University of Tennessee. The author has contributed to research in topics: Tourism & Hospitality. The author has an hindex of 9, co-authored 29 publications. Previous affiliations of Stefanie Benjamin include University of South Carolina.
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Papers
“We can’t return to normal”: committing to tourism equity in the post-pandemic age
TL;DR: A new normal openly recognizes the crises and tensions inhabiting tourism well before the COVID-19 pandemic along with the holistic... as discussed by the authors, and tourism transformation must bring an actionable focus on equity.
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Tweeting the Black travel experience: social media counter-narrative stories as innovative insight on #TravelingWhileBlack.
TL;DR: For example, African-Americans in the United States have long since been confronted with harassment and discrimination while traveling because of segregated lodging, restaurants, and other leisure activities as discussed by the authors, and they have long faced discrimination and harassment while traveling.
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Beyond accessibility: exploring the representation of people with disabilities in tourism promotional materials
TL;DR: The number of people with disabilities (PWDs) continues to rise due to an ageing population, the spread of chronic diseases, and an increasing number of disability-related illnesses as discussed by the authors.
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Transforming Mount Airy into Mayberry: Film-Induced Tourism as Place-Making
TL;DR: In this article, the authors focus on film tourism in Mount Airy, North Carolina, the birth place of television actor Andy Griffith, and delve into the remaking of his home town into a simulated version of Mayberry.
How to yes-and: using improvisational games to improv(e) communication, listening, and collaboration techniques in tourism and hospitality education.
Stefanie Benjamin,Carol Kline +1 more
TL;DR: In this paper, the authors explored how improvisation workshops potentially help individuals feel confident about their work and improv(e) their collaborative learning environments, and provided tools to help participants become confident teachers, communicators, and leaders.
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