Abstract
This paper explores how an empathetic postcard writing method called (fe)mail was used for reflection and connection among graduate students interning at different museums throughout the city. Oftentimes museum internships and fellowships, whether connected to coursework or not, are completed in isolation from the rest of a student’s studies and course load. While reflections or evaluations are commonly assigned to students in these internship courses, they are not regularly given opportunities to truly connect with their peers and learn about other student’s experiences. The paper addresses the following questions: 1. Can postcard writing be used as a tool for connection and empathy among students and 2. Can postcards serve as a space for vulnerable reflection of the internship experience? The paper provides a description of the internship course in which students exchanged postcards with one another and a theoretical basis for (fe)mail as a method. This is followed by my analysis of the postcards created throughout the semester along with images of their written components, examining how students bonded through similar experiences of self-doubt and professional growth. I also address ways in which the (fe)mail exchange provided a safe space for genuine reflection of the internship experience. I present feedback, discuss areas for improvement, and talk through the challenges of instituting such a method for a graduate level course. Finally, I provide suggestions for educators wishing to try this out with their own students, and museum education interns.
Presenters
Beatriz GalubanAssistant Professor, College of Humanities, Social Science and Art, Texas A&M University-Commerce, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Museum Education, Narrative, Storytelling, Empathy, Postcards, Art Education, Internships, Students
