Examining Anti-Hindu Bias in American Public Education

This paper introduces the “Endogenous Cycle of Hinduphobia,” a theoretical construct explaining the perpetuation of stereotypical depictions and systematic omissions of Hinduism and Hindus in scholarship and media, which seed a biased master narrative about Hinduism in the public imagination. It highlights the role played by epistemic injustice in undermining Hindu testimony and scholarly contributions, sustaining a cycle of prejudice that entrenches this master narrative. Historical ties of American public education to colonial and missionary objectives are explored, illustrating how curricula have historically undermined Hindu religious and cultural identity by favouring narratives marked by violence, superstition, and moral degradation. The paper scrutinizes incidences where scholars and journalists trigger the endogenous cycle of Hinduphobia, arguing for an interrogation of the foundational premises upon which current representations are built. It also recounts the experiences of Hindu Americans who, as students, addressed the California Department of Education in 2016, highlighting the detrimental effects of such educational biases on their individual and collective identities. Ultimately, the paper aims to initiate steps toward dismantling the endogenous cycle of Hinduphobia, advocating for an educational paradigm that truly aligns with the tenets of democracy and pluralism.