Colonial Discourse and the Suffering of Indian American Children Book Cover.webp

In this book, we analyze the psycho-social consequences faced by Indian American children after exposure to the school textbook discourse on Hinduism and ancient India. We demonstrate that there is an intimate connection—an almost exact correspondence—between James Mill’s colonial-racist discourse (Mill was the head of the British East India Company) and the current school textbook discourse. This racist discourse, camouflaged under the cover of political correctness, produces the same psychological impacts on Indian American children that racism typically causes: shame, inferiority, embarrassment, identity confusion, assimilation, and a phenomenon akin to racelessness, where children dissociate from the traditions and culture of their ancestors.

This book is the result of four years of rigorous research and academic peer-review, reflecting our ongoing commitment at Hindupedia to challenge the representation of Hindu Dharma within academia.


From Hindupedia, the Hindu Encyclopedia

By Jit Majumdar

  1. the bliss of Brahman; the bliss that Brahman embodies
  2. the state of perfect and infinite bliss that is sought to be achieved as the ultimate goal of spirituality and religion, which comes with the realization of one’s self as an integral part of and identical in essence with the Brahman.
  3. (i) Brahmānanda Sarasvatī: (1870 – 1953 CE) born as Rājārām in the north-Indian state of Uttar Pradesh, was the Śańkarācārya (head abbot) of Jyotirmaţh , one of the four cardinal insitutes and monasteries, and the northern among them, established by Ādi Śańkarācārya for his monastic order and philosophical tradition; (ii) Swāmi Brahmānanda: (1863 – 1922) born as Rākhāl Chandra Ghosh, in the state of Bengal, was one of the direct monastic disciples of Śrī Rāmākŗşņa, one of the brother disciples of Swāmi Vivekānanda, and the first abbot and president of the Ramakrishna Math And Mission.