A postcolonial critique of Indian’s management education scene

Abstract

This chapter explores the history of Management education in India and its current status as a dominated field of knowledge. Building from Ford Foundation’s support for IIMs to the 2008 IIM review committee report, it traces the developments in the notions of Management education in India. It also focuses attention on the status of the Management teacher in contemporary times, as an individual who straddles between the subordinated world of Management education and a native teacher. Following the logic of decolonial thinking and the geopolitics of knowledge, the chapter makes a suggestion for decolonizing Indian Management education. It also provides an illustration of how thinking from "other" categories opens up a new world of understanding and insight.