DECOLONIZING THE BUSINESS SCHOOL:RECONSTRUCTING THE ENTREPRENEURSHIPCLASSROOM THROUGH INDIGENIZING PEDAGOGYAND LEARNING

Decolonization is an ongoing process of addressing power imbalances and knowledge
hierarchies that require critical self-reflection from those teaching in business schools
today (Joy & Poonamallee, 2013; Smith, 2012). As educators, if we are to take decolonizing seriously, we must create space for Indigenous Peoples to reconnect and engage with
their own knowledge systems and ways of knowing. We present a teaching and learning
case in entrepreneurship that explores an indigenizing process that makes visible Indigenous knowledge frameworks, practices and language in a business school classroom.
Drawing on the suggestions from extant literature that research examining business
school education should include micro-level studies, we examine the use of a virtual
learning platform by Indigenous students engaged in entrepreneurship education. Three
specific questions are addressed: (a) What might indigenizing look like? (b) How is learning created that supports active indigenizing practices? and (c) What is the role of the
business school educator in the indigenizing journey? In answering these questions, we
explore how Indigenous knowledge and wisdom can thrive alongside Western knowledge in a decolonized business school, and, in so doing, be part of the wider movement of
decolonization of academia and society.
Kia rangona te matauraga M
aori i roto i te whare
akoranga pakihi. Me tuwheratia e nga

kaiako he wahanga kia rongohia nga
akonga. Me wetewetehia ng
a herenga o te ao

Pakeha. Ma t

enei, ka puawai ng
a whakaaro M
aori.