Disidentification as decolonial pedagogic praxis in a Southern business school
通过印度商学院女性高管教育项目的双人自传式分析，提出“去认同”框架作为教学实践，帮助学者在西方主导的学术体系中应对矛盾、促进多元知识共存。
In market-oriented academia, metric-based managerial practices that influence faculty and curricula of dominant paradigms rooted in Western, colonial, and Eurocentric structures prevail. This article explores the tradition of critical decolonizing praxis from a Southern perspective within pedagogic contexts. Using a reflexive, duo-ethnographic analysis of teaching in an executive education program for women in an Indian business school, we offer a queer disidentification framework as a pedagogic praxis for navigating hegemonic academic colonialism-capitalism. We expand on “disidentification”, a queer praxis, as a method to navigate and embrace contradictions scholars face in Southern classrooms, transcending notions of “epistemic disobedience” to foster pluriversality in praxis. This contribution broadens southern decolonizing praxis, queering management, and faculty survival under dominant regimes literatures.