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Hinduism to Hindus in the Western Diaspora

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This article reflects on some of the methodological issues pertaining to situations in which both instructor and students belong to the same religious tradition as that about which the course is taught. It is framed within questions of scholarly objectivity and privilege to represent religious traditions. In a political atmosphere in which it has become increasingly suspect for "Outsiders" to teach traditions that they do not personally confess, this article engages the reverse scenario: what pedagogical challenges confront the professor who is an "Insider" to the tradition she teaches?

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