Yvette Rosser

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Yvette Claire Rosser (born January 31, 1952), also known as Ram Rani,[1] is an American writer and scholar. She identifies as a Hindu and teaches Hinduism to Westerners.[1]


Rosser first visited India in 1970, where she met her guru, Neem Karoli Baba,[2] who advised her to go to graduate school.[3] She subsequently attended the University of Texas at Austin, where her Master's thesis in the Department of Asian Studies examined the treatment of India in the social studies curriculum and how India and Hinduism are described in academic treatments. Her 2003 Ph.D. dissertation, Curriculum as Destiny: Forging National Identity in India, Pakistan, and Bangladesh, is a study of the politics of history in South Asia.


Rosser is a co-creator of the International Day Without Violence held on April 4.[4] She is co-founder of the G. M. Syed Memorial Committee.[5] Its objectives are to educate the international community about G. M. Syed's message of non-violence, democracy, secularism, and the right to self-determination for Sindhis and other oppressed nations, and to advocate and support other organizations promoting human rights, religious tolerance, environmental responsibility, equal rights for women and religious minorities, as well as conflict resolution and peaceful initiatives in Sindh.

She is also on the advisory board of the Baacha Khan Research Centre in Baacha Khan Markaz, Peshawar; and founder of the Badshah Khan Peace Initiative (BKPI), a worldwide movement to promote the life's teachings of Abdul Ghaffar Khan.[citation needed]


Articles and chapters[edit]

  • Rosser, Yvette C. (Spring 1996). "Pervasive Pedagogical Paradigms". SAGAR (South Asian Graduate Research Journal). 3 (1). 
  • Rosser, Yvette C. (October 1997). "Sindh Memories". Daily Sindh (in Sindhi). Hyderabad, Pakistan. 
  • Rosser, Yvette C. (1999). "Hegemony and Historiography: Politics of Pedagogy". Asian Review. Dhaka, Bangladesh. 
  • Rosser, Yvette C. (1999). "Stereotypes in Schooling: Negative Pressures in the American Educational System on Hindu Identity Formation". In Rukmani, T. S. Hindu Diaspora: Global Perspectives. Montreal, Canada: Concordia University. ISBN 0889473382. 
  • Rosser, Yvette Claire (October 1, 2000). "Be Indian, buy Indian". The Hindu. 
  • Rosser, Yvette C. (Winter 2001). "The Clandestine Curriculum: The Temple of Doom in the Classroom". Education About Asia. Association of Asian Studies. 6 (3). 
  • Rosser, Yvette C. (March 13, 2001). "Are the Taliban Coming?". The Friday Times. Lahore, Pakistan. 
  • Rosser, Yvette C. (July 2001). "Pakistani Perspectives of India". MANUSHI: A Journal About Women and Society. New Delhi. 
  • Rosser, Yvette C. (Fall 2001). "Internationalizing Teacher Education: Preparedness to Teach About India". Teaching South Asia. Project South Asia at Missouri Southern State College. ISSN 1529-8558. 
  • Rosser, Yvette C. (2003). "Contesting Historiographies in South Asia: The Islamization of Pakistani Social Studies Textbooks". In Saha, Santosh. Religious Fundamentalism in the Contemporary World: Critical Social and Political Issues. Lexington Books. ISBN 978-0-7391-0760-7. 
  • Rosser, Yvette C. (June 2005). "Cognitive Dissonance in Pakistan Studies Textbooks: Educational Practices of an Islamic State". Journal of Islamic State Practices in International Law. 1 (2). ISSN 1742-4941. 
  • Rosser, Yvette C. (2006). "Cognitive Dissonance: Confusing Discourse in Pakistani Studies Textbooks". Troubled Times: Sustainable Development and Governance in the Age of Extremes. Islamabad: Sustainable Development Policy Institute (SDPI). ISBN 978-9698784409. 



  • When I make presentations about India at teachers' conferences or in classrooms, the two most often asked questions are: "Why do women wear a 'dot' on their foreheads?" and "Why, when there is so much poverty in India, don't they eat all those cows?" These questions broach issues of relevance and correlating non-Western practices to similar experiences in the students' lives, within a context they can comprehend.
    • Rosser, Yvette C. (Winter 2001). "The Clandestine Curriculum: The Temple of Doom in the Classroom". Education About Asia (Association of Asian Studies) 6 (3).
  • Proposals to include Sanskrit in the course offerings were rejected numerous times by scholars who wanted to protect JNU from what they considered to be a majoritarian or Hindu Nationalist agenda. When I questioned Romila Thapar, a well known historian from JNU, about this issue in July 2000, she explained that if students want to learn Sanskrit, “there are so many Maths and Piths around where they can go”. She added that “most of the regional colleges have some kind of Sanskrit program”.
    • Rosser, Yvette Claire (2003). Curriculum as Destiny: Forging National Identity in India, Pakistan, and Bangladesh (Dissertation). University of Texas at Austin.
  • Bangladesh is a majority Muslim country, with a significant, if shrinking Hindu minority—about 25-30% at the time of Partition in 1947, and less than 9% in 2003. The textbooks in Bangladesh are not based on an anti-Indian bias as are state sponsored textbooks in Pakistan. The social studies curriculum in Pakistan is premised on creating a national identity that is distinct from India, whereas Bangladeshi textbooks reflect a more pan-South Asian perspective, though Bengal-centric.
    • Rosser, Yvette Claire (2003). Curriculum as Destiny: Forging National Identity in India, Pakistan, and Bangladesh (Dissertation). University of Texas at Austin.


  1. 1.0 1.1 Melwani, Lavina (April–June 2004). "Oh, For a Fair View of Hinduism...". Hinduism Today. pp. 18–20. 
  2. Rao, Ramesh N. (2003). IDRF, let the facts speak. Friends of India. p. 30. 
  3. Rosser, Yvette Claire (2003). "Curriculum as Destiny: Forging National Identity in India, Pakistan, and Bangladesh". p. iv. 
  4. "Mahatma Gandhi Peace Walk in Texas: "The International Week Without Violence", April 2 - 7, 2001". InfinityFoundation.com. Retrieved October 30, 2012. 
  5. "G M Syed Memorial Committee". Sindhudesh.com. World Sindhi Congress. Retrieved October 30, 2012. 

External links[edit]

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