Article Review

ArticleReview

ArticleReview

Theauthor of the article “Democratic rhetoric (Ethnic and religiousdiversity) in Nepal: Ninety percent Hindus or eighty percentindigenous peoples’ population!” presents an argument that Nepalcan not be regarded as a Hindu state. Mabuhang presents two majorpoints to defend this argument. First, Mabuhang (2014) demonstratesthat the population of Nepal is composed of people from differentreligious and ethnic backgrounds. The author used three censusreports to show that the population of Nepal consists of the HinduCaste, indigenous nationalities, and other groups. This implies thatconsidering Nepal as a Hindu state is a misconception because such anidea will discriminate against other people who hold other ethnic andreligious beliefs. This trivializes the common believe that thepopulation of Nepal is composed of ninety percent Hindu.

Secondly,Mabuhang (2014) demonstrates that Nepal, as a country, is guided bydifferent ideologies, other than religious beliefs. The author statesthat the state of Nepal is more political and ideological as opposedto a religious state. Although the Hindus are the majority, thereligious system of Nepal is complex compared to religion itself.This is because the idea of religion in Nepal is entangled in theethnic or caste system. For example, the indigenous population ofNepal is composed of people from different parts of the world,including North America, Indians New Zealand, and Australia amongother places (Mabuhang, 2014). This makes it difficult to harmonizethe ideas of all these groups of people into a single set ofreligious-based ideologies. In conclusion, the author of the articlemanaged to convince the readers that the state of Nepal cannot beconsidered as a Hindu state. The previous census reports wereinstrumental in supporting this idea.

Reference

Mabuhang,B. (2014). Demographic rhetoric (Ethnic and religious diversity) inNepal: Ninety percent Hindus or eighty percent indigenous peoples’population. Journalof Global Literacies, Technologies, and Emerging Pedagogies,2 (4), 170-188.

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