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Please use this identifier to cite or link to this item: https://ir.iimcal.ac.in:8443/jspui/handle/123456789/5075
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dc.contributor.authorJammulamadaka, Nimruji Prasad
dc.date.accessioned2025-04-29T06:45:41Z
dc.date.available2025-04-29T06:45:41Z
dc.date.issued2016-08
dc.identifier.isbn978-981-10-1695-0
dc.identifier.urihttps://ir.iimcal.ac.in:8443/jspui/handle/123456789/5075
dc.identifier.urihttps://link.springer.com/chapter/10.1007/978-981-10-1696-7_2
dc.descriptionNimruji Jammulamadaka, Indian Institute of Management Calcutta, Kolkata, West Bengal, Indiaen_US
dc.descriptionp. 23–42
dc.descriptionBook description: This volume problematizes different facets of management education in India---pedagogy, curricula, and disciplinary and institutional practices---from the perspective of the Global South. The essays in this volume bring out the institutional challenges of crafting a relevant academic programme that converses with both national specificities and global realities. Coming from diverse academic specializations, the contributors traverse the interface of their respective disciplines with management education. In doing so, they engage with the ongoing global debate on management education. This volume fills a noticeable gap of serious, scholarly reflection on the state of management education. While there have been sporadic reflections and occasional critiques, a critical stocktaking of the institutional and disciplinary aspects of management education has been long wanting. This volume is of interest to scholars and practitioners of management education across the globe, and is likely to generate debate on its contemporary relevance and future trajectory.
dc.descriptionBook details: Management Education in India : Perspectives and Practices Editors: Manish Thakur, R. Rajesh Babu
dc.description.abstractThis 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.en_US
dc.language.isoen_USen_US
dc.publisherSpringer Natureen_US
dc.subjectManagement Education in Indiaen_US
dc.subjectPostcolonial Studies
dc.subjectPostcolonial Critique
dc.subjectEducational Hegemony
dc.subjectDecolonizing Education
dc.titleA Postcolonial Critique of Indian’s Management Education Sceneen_US
dc.typeBook chapteren_US
Appears in Collections:Organizational Behavior

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