ABSTRACT
This chapter situates the public Indian business school in the context of the global currents of accreditations, colonisation and decolonisation. It suggests that merely embracing a Western institutional logic of accreditations and ranking for excellence and catch-up will not be appropriate for the Indian business school which deals with very different context. In this regard, it suggests that Indian business schools need to recognise that the global accreditation game is a rigged game with colonising impulses, and this warrants us to engage in decolonial praxis. It suggests that Indian business schools need to conduct themselves with self-confidence to recognise their unique situations and fabricate narratives that speak to these. They could use these to counter hegemonic narratives and offer alternatives to the world. It then exhorts that this decolonial praxis is not a technique or a grand plan but one involving a phronetic praxis of relational reflexivity of an ongoing everyday struggle that pushes against coloniality. Relational reflexivity requires the actor to be aware of how they relate not just to the moment but also to the geohistorical context in which the moment occurs. Phronetic praxis involves a tactical approach to situations.
