Caste is a social construct as well as a psychological phenomenon. So far, it has been predominantly viewed, understood and researched through the lens of anthropology, sociology, economics and political science. However, very little understanding has been gained in the domain of psychological science with respect to caste in the Indian context. The population of the Global South (includes the regions of Asia, Africa, Latin America and Oceania) cannot be understood with the frameworks and research undertaken by the Global North (Europe and North America, known as the West, the industrialised world) because the knowledge production centres of psychology have predominantly been Euro-American centric, as many critics have pointed out. Although research has been scarce in relation to caste and psychology, it has mostly revolved around the oppressed. Therefore, this article aims to shift the focus from the oppressed to the oppressor. To understand Indian human behaviour and thought, it is essential to view it through the lens of the colonial past, the caste system and religion, which are intertwined with each other. This article aims to look at the psychology of the ‘oppressor’ in the Indian context through the psychological frameworks of ‘purity and pollution’. It also stems from the premise that casteism is inculcated through modelling and intergenerational learning. Hence, the above-mentioned factors help to understand unequal power relations and discrimination, which facilitate the decolonisation of the Indian psyche. It also highlights the influence of colonisation on the mind and behaviour with respect to caste.

All over the world there is an emergence of a self-reliant life. This instilled a spark in entrepreneurship, especially during the wake of a pandemic world. The paradigm shift from dependency to self-reliance demands a set of skills and techniques as prerequisites to thrive in this competitive world. This chapter introduces a couple of innovative pedagogy strategies that can be inculcated in educational institutions, which will give rise to efficient entrepreneurs who can face adversaries and make an efficient contribution to society. The chapter aims to integrate realistic learning activities for fostering capability development in entrepreneurship education. Capability enhancement in entrepreneurship education includes activities that improve the knowledge, skills, and talents of potential entrepreneurs. The chapter aims to develop a model that further illustrates how the educational entrepreneurial experience could be explored.