The 2023 report “Anti-Hindu Hate in Schools” by Charlotte Littlewood highlights a critical but under-researched issue: the presence of anti-Hindu sentiment in UK schools.

While this blog post draws upon insights from the report, the broader focus is on Hinduphobia as a global phenomenon – what it means, how it manifests, and the constructive steps that are being taken to address its rise.

The full report can be accessed here: henryjacksonsociety.org/wp-content/uploads/2023/04/HJS-Anti-Hindu-Hate-in-Schools-Briefing-final.pdf

The urgency to examine Hinduphobia stems from the way Hinduism is being misunderstood or misrepresented in Western societies. Many people, lacking a nuanced understanding of the religion, make casual remarks that are often bigoted in nature. They may be considered harmless or culturally acceptable in Western contexts.

This gap in awareness often results in prejudices being normalized, with little accountability or recognition of the harm caused.

What is Hinduphobia?

Hinduphobia is not a term widely recognized in mainstream discourse. In my view, “anti-Hindu bigotry” is a more accurate description, as the issue is not rooted in fear, but in prejudice, hostility, and a lack of understanding. It often stems from the fact that Hinduism operates differently from Abrahamic religious frameworks. This unfamiliarity can lead to stereotyping, dismissal, or open hostility, rather than genuine inquiry or respect.

As per the study, the working definition of Hinduphobia is as follows:

Hinduphobia is a set of antagonistic, destructive, and derogatory attitudes and behaviours towards Sanatana Dharma (Hinduism) and Hindus that may manifest as prejudice, fear, or hatred.

Hinduphobic rhetoric reduces the entirety of Sanatana Dharma to a rigid, oppressive, and regressive tradition. This discourse actively erases and denies the persecution of Hindus while disproportionately painting Hindus as violent. These stereotypes are used to justify the dissolution, external reformation, and demonization of the range of indigenous Indic knowledge traditions known as Sanatana Dharma.

The complete range of Hinduphobic acts extends from microaggressions to genocide. Hinduphobic projects include the destruction and desecration of Hindu sacred spaces; aggressive and forced proselytization of Hindu populations; targeted violence towards Hindu people, community institutions, and organizations; and ethnic cleansing and genocide.

Examples of Hinduphobia

The study lays out several examples that can be identified as Hinduphobia, many of which occur casually in everyday settings. These instances often go unnoticed or unchallenged, largely because Hinduphobia is not yet treated as a serious form of bigotry.

• Calling for, encouraging, or justifying violence against Hindus, often rooted in extremist or distorted views of religion and history.
• Kidnapping Hindu women and children for forced marriage and religious conversion.
• Denying, downplaying, or accusing Hindus of fabricating their persecution, including instances of genocide.
• Advocating for the destruction of Hinduism, framing it as inherently irredeemable.
• Discrediting individuals who speak about Hinduphobia by labeling them as agents of violent or oppressive ideologies.
• Attributing all social issues in Indian society, such as caste, misogyny, sati, communal violence, or temple destruction, solely to Hinduism.
• Evoking historical trauma (e.g., iconoclasm, cow slaughter, forced conversions) to intimidate Hindus in modern discourse.
• Making baseless claims about the political motives of those simply practicing Hinduism.
• Linking antisocial behavior directly to Hinduism, often by selectively sampling data or falsely attributing individual actions to the faith as a whole.
• Caricaturing Hindu scriptures through selective citation, mistranslation, or exaggeration, and presenting these distortions as representative of the entire tradition.
• Claiming that Hinduism or Sanatana Dharma is not a valid or cohesive spiritual system.
• Erasing Hindu civilizational contributions and superimposing Western norms over its historical and cultural identity.
• Conflating diasporic Hindu identity with Indian citizenship, nationalism, or ethnicity.

As per my own observation, a contributing factor is the lens through which Hindus are viewed. The bigotry is shaped by the globalized “oppressor vs. oppressed” narrative, often based on selective or misunderstood portrayals of India. As a result, anti-Hindu activities at home or anywhere else are often seen as justified acts of revenge, grounded in the belief that “Hindus in India are oppressing minorities.” A quick look at social media during incidents involving anti-Hindu sentiments offers clear evidence of this bias.

Reactions often downplay or dismiss the issue, and in many cases, even justify the hatred by invoking political narratives, rather than addressing the prejudice for what it is.

Context and Need of the Study

The context and need for the study on rising Hinduphobia in UK schools are explained as follows: 

“Hinduism is the third largest religion in the UK making up 1.7% of the population according to the most recent census. From 4 to 20 September 2022, there was civil unrest in Leicester, extending to Birmingham, including vandalism of property, assaults, stabbings, and attacks on places of worship.

The Henry Jackson Society briefing paper, “Hindu-Muslim civil unrest in Leicester: Hindutva and the creation of a false narrative,” evidenced community tensions relating to youth violence and noise control issues in relation to festivals that had been falsely dressed as “Hindutva extremism” and even “Hindu terrorism”, creating fear and resulting in attacks on Hindu temples and properties.

The Network Contagion Research Institute (NCRI) investigated the role social media played in the civil unrest. It concluded that social media narratives have characterised “a vulnerable, diasporic community – British Hindus – as an aggressive, hypernationalist, and fascist threat. Other narratives depicted Leicester Hindus as heretically evil and filthy, playing on age-old Hinduphobic tropes.”

Both the HJS report and the NCRI report noted the use of anti-Hindu slurs such as “cow piss drinkers” and references to polytheism, vegetarianism, physical weakness and mocking of Hindu deities and symbols.   

When researchers began examining the unrest between Hindu and Muslim communities in Leicester, they encountered a notable gap: a lack of existing studies on anti-Hindu hate. This absence of research was one of the key motivations behind conducting a dedicated study on the subject.

The report also highlights how Hinduphobia has historically appeared in popular literature and academic discourse. For instance, E. M. Forster’s 1924 novel A Passage to India is cited as portraying Hindus as “perverted,” “clownish,” and “queer.”

Similarly, sociologist Max Weber viewed Hinduism as excessively otherworldly, a perception that contributed to the broader “theological othering” of Hindus. This form of othering continues today in the form of anti-Hindu slurs that mock the religion’s many deities and unique customs.

Another example comes from Allen Greenberger’s 1969 study on Indian stereotypes, where he described common portrayals of Indians as a “childlike race” who were “happy in their passivity, fatalistically so.”

Such characterizations may still influence how the media interprets Hindu behavior and presence. For instance, during and after the Leicester unrest, the press in the UK was criticized for failing to engage with the local Hindu community, instead relying on self-identified Muslim spokespersons who reportedly spread false narratives about Hindus in Leicester.

Moreover, rather than addressing the specific complexities on the ground, mainstream media coverage often diverted attention to political issues in India, as though those could explain or justify tensions in the UK. This approach not only homogenizes Hindus globally but also dismisses their individual and community experiences in diverse contexts like Leicester.

Abrahamic Othering

An interesting terminology used in the report was “Abrahamic Othering.”

The term ‘Hinduism’ was coined by British writers to refer to the family of Vedic religious traditions. Some modern Hindus prefer the name ‘Vedic religion’ or ‘Sanatana Dharma’ (‘eternal law’) rather than the label ‘Hinduism’.

Hinduism has multiple deities understood to be expressions of one ultimate Reality, be it God for theists or consciousness for monists. Hinduism does not follow one scripture but a number of scriptures that are given different emphases by different branches of the faith. Some argue the differences in the denominations are so great that they are separate religions entirely.

The preconceptions of Abrahamic faiths do not map neatly onto Hindu belief. Articulating Hinduism through the Abrahamic lens of Gods and scriptures is therefore problematic.

Respondents to this survey suggested that at least some UK schools continue to teach Hinduism through an Abrahamic lens without appreciating the limits of this approach. This fits with the findings and concerns of the Commission on Religious Education. Given the decentralised nature of religious curriculums in England and the lack of subject inspections in maintained schools, and given the considerable challenge of treating Hinduism sensitively in a UK context, such a finding is disappointing but unsurprising.

There are reports from some surveyed parents that lessons about Hinduism produce confusion and misconceptions about the Hindu belief in the existence of multiple Gods – 106 references were made to inaccurate perceptions of Hinduism with respect to polytheism/idol worship/multiple Gods.

Discrimination Against Hindus in UK Classrooms

Some of the discrimination observed in UK classrooms mirrored the forms of hate witnessed during the Leicester unrest between Hindu and Muslim communities.

In both settings, derogatory remarks were directed at Hindu identity and practices, including mockery of vegetarianism and the belittling of Hindu deities. These same types of insults were used by Islamist extremists during the rallies targeting the Hindu community in Leicester, highlighting a disturbing continuity between localized classroom prejudice and broader communal tensions.

Conclusion Based on Case Studies

Many case studies were conducted as part of the research, and based on these, the following conclusion was drawn:

This report highlights the prevalence of discrimination against Hindus in British schools, with 51% of Hindu parents surveyed reporting that their child has suffered anti-Hindu hate at school.

It is alarming that it is so hard to access information from schools on patterns of religiously-motivated bullying, and that the schools who did respond to this study’s FOI request either did not keep records of faith-based hate incidents or appeared to record very few incidents.

It is also alarming that only 19% of parents surveyed believe schools are able to identify anti-Hindu hate, indicating that the issue is not being addressed adequately. It may be that there is a tendency to downplay such incidents as ‘playground banter’.

However, several studies have observed that faith-based bullying has the potential to be more impactful than other forms of bullying, precisely because it targets not just the victim, but “their entire family, heritage, and culture”.

Schools should reflect on the harm such slurs cause, as well as the wider community divisions they may be helping to foster.

Constructive Steps

Small but significant steps are being taken to address Hinduphobia in Western nations.

Georgia recently became the first U.S. state to introduce a bill formally recognizing Hinduphobia and anti-Hindu bigotry. Similarly, the Scottish Parliament passed its first-ever motion to combat Hinduphobia, marking an important milestone in acknowledging the issue. The motion was influenced by a report on Hinduphobia in Scotland, which can be accessed here: nen.press/2025/02/28/gandhian-peace-society-shares-new-report.

These developments are a positive step toward challenging anti-Hindu bias and promoting awareness that, like all faiths, Hinduism, or Sanatan Dharma, deserves equal respect and protection from discrimination.

***

Main Photo by Himesh Mehta