Disidentification as decolonial pedagogic praxis in a Southern business school

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.