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In the heart of West Africa and in one of the most developed countries on this side of the continent, Costa de Marfil, the Universitaria tecnológica Eudista de África-IUTEA was created, based on the integral model of our Institution, UNIMINUTO in Colombia and as an alternative to the growing need of young people for higher education in the sub-Saharan region. The idea of IUTEA was born out of the desire to create an institution that would not only provide high quality education, but also respond to the specific needs of the local community. We envisioned a place where students could acquire practical skills that would prepare them for the challenges of the modern working world, fostering innovation and research. In this edition, we present a brief summary of what has meant the realization of an initial dream that today has become a reality for an African country: the creation of a higher education institution in Costa de Marfil, modeled on UNIMINUTO's processes and methodologies adapted and implemented according to Ivorian contexts and realities. En el corazón de África Occidental y en uno de los países más desarrollados de este lado del continente, Costa de Marfil, se creó la Institución Universitaria tecnológica Eudista de África-IUTEA, a partir del modelo integral de nuestra Institución, UNIMINUTO en Colombia y como una alternativa a la creciente necesidad de los jóvenes en materia de educación superior de la región subsahariana. La idea de la IUTEA nació del deseo de crear una institución que no solo brindara una educación de alta calidad, sino que también respondiera a las necesidades específicas de la comunidad local. Imaginamos un lugar donde los estudiantes puedan adquirir habilidades prácticas que los prepare para los desafíos del mundo laboral moderno, fomentando la innovación y la investigación. No coração da África Ocidental e num dos países mais desenvolvidos deste lado do continente, a Costa de Marfil, foi criada a Institución Universitaria tecnológica Eudista de África-IUTEA, com base no modelo integral da nossa Instituição, UNIMINUTO, na Colômbia, e como alternativa à crescente necessidade de formação superior dos jovens na região subsariana. A ideia do IUTEA nasceu do desejo de criar uma instituição que não só proporcionasse uma educação de alta qualidade, mas também respondesse às necessidades específicas da comunidade local. Imaginámos um local onde os estudantes pudessem adquirir competências práticas que os preparassem para os desafios do mundo do trabalho moderno, fomentando a inovação e a investigação. Nesta edição, apresentamos um breve resumo do que significou a concretização de um sonho inicial que se tornou agora uma realidade para um país africano: a criação de uma instituição de ensino superior na Costa de Marfil, segundo o modelo dos processos e metodologias da UNIMINUTO, adaptados e implementados de acordo com os contextos e realidades da Costa de Marfil.

Die Bildrezeption stellt in den ersten Schuljahren ein wichtiges Element des Kunstunterrichts dar. In didaktischen Konzeptualisierungen zur Bildrezeption wird dabei die aktive, ko-deutende Rolle der Schüler*innen betont. Der vorliegende Beitrag geht der Frage nach, inwiefern und wie Kinder als Subjekte der Rezeption von Bildern aus der Kunst in schulischen und musealen Kontexten in Erscheinung treten. Um dieser Frage nachzugehen, wird im vorliegenden Beitrag die Praxis der Bildrezeption mit Kindern der ersten Jahre der Primarstufe unter subjektivierungs- und praxistheoretischen Perspektiven analysiert. Die hermeneutisch gedeuteten videographischen Daten verweisen auf Mikrofreiräume, die Kinder für sich erschließen und die sich in Relation zu im Unterricht wirksamen generationalen und pädagogischen Ordnungen entfalten. Schlagwörter: Bildrezeption, Videographie, Subjektivierung, Praxistheorie, Handlungsfähigkeit der Kinder / Children as Subjects of Perception and Interpretation of Images? Empirical Explorations in School and Museum Contexts. Abstract: Perception and interpretation of images is an important element of visual arts education in the first years of primary school. In didactic conceptualisations of image perception and interpretation it is emphasised that students should be encouraged to take in an active, co-interpretative role. This article explores the question of how and to what extent children appear as subjects in the interpretation of artworks within school and museum contexts. In terms of research methodology, the study is based on video data, which is interpreted hermeneutically in sequential analysis. The study takes on a practice-theoretical perspective as well as on the theory of subjectivation and points to moments in which the children actively participate in the dialogue and steer this dialog. Children’s agency, however, unfolds in relation to generational and pedagogical orders that are influential in everyday school teaching. Keywords: Perception and interpretation of images, videography, subjectivation, practice theory, children’s agency

The Nigerian LGBT community is nearly invisible and mostly functions underground or through pseudonyms, in spite of the emerging visibility of queer writing in recent times. As a Nigerian lesbian woman and writer, in this article I seek to analyse some of my queer poems through an autoethnographic lens. While providing a brief history of contemporary Nigerian queer writings, their beginnings, their struggles, and their growth, even in the midst of their attacks, I will focus on and draw upon specific experiences as narrated in some of my poems, to explore how the religious constructions of my life and the lives of LGBT Nigerians can both limit and empower us. Through my experiences and the sharing of these involvements, I hope to be a part of the process that dismantles the religious block of homophobia that crushes us, and to reclaim religious language and imagery as a site of empowerment. Through my poetic testimonies, I liberate myself and, hopefully, my queer community.