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Decolonising the curriculum is a global imperative that takes different forms and urgency depending on the context. Developments across the globe such as BlackLivesMatter and student responses to the pandemic and online learning have raised new questions about the curriculum – critically questioning higher education institutions' plans about not only providing access to resources but about the (cultural) authority of curricula, pedagogical and research practices that are still dominated by Western discourses. This paper examines three experiences of curriculum decolonisation in cultural policy and management, an applied subject that has culture as its object, in three different contexts, Serbia, Puerto Rico and South Africa: namely how the pursuit of a pluriversal knowledge ecology found expression in the curriculum, content and pedagogical practices deployed to deliver locally relevant education; and how educators resolved the ontological and epistemic discontinuities between the standard disciplinary canon and local realities to embed and contextualise the discipline. [ABSTRACT FROM AUTHOR]

This article takes a summary look at Africa as a whole to ask how has the Covid-19 pandemic played out in the context of a continent that, in the last decade, has considered culture as a key aspect of its modernisation and development. While drawing from a number of national examples, much of the focus is placed here on South Africa which has the most robust system of governance for culture and strongest support for the cultural industries. Where has the C-19 crisis left South Africa and what policy responses are in evidence, and how do these compare with other African nations? The paper reflects on the opportunities C-19 has provided to steer the course of the African cultural economy and offers a set of recommendations for public authorities to consider in supporting a just transition for an inclusive and transformed cultural economy on the African continent. [ABSTRACT FROM AUTHOR]