Business ethics teaching, historically and currently, involves imparting knowledge of key Western ethical theories and helping students apply those theories to select cases. The assumption here is that doing ethics follows from having knowledge of Western ethical theories, and the additional assumption that correct application of these theories results in an ethical decision/action. However, in recent years there is growing support for the view that people do not do ethics in a cognitivist or rationalist fashion but in a culturally habituated way, implicitly informed by their belief and value systems (embodied knowledges) (D’souza and Introna 2024). What does this alternative view mean for the teaching of business ethics if the aim of such teaching is to ‘be ethical’ and not simply to ‘know ethical theories’? What does imparting a specifically Western view of ethics mean in a context where students come with their own cultural frames of doing ethics and knowledge of what it means to be ethical? How can we develop a pedagogy for teaching ethics that is inclusive and open to diverse modes of being and knowing? We aim to empirically investigate these questions—which are intricately linked to questions of social justice (epistemic justice) and responsible management education.