ABSTRACT
The concept of a proud but independent egalitarian Sikh nurtured through bedtime stories of the Gurus, told to the author by the author's mother, thrived only in the dusk of the author imagination. The recognition of being an Indian child, however, did not receive any strength outside the home. There were various aspects of living in colonial Kenya which affected one’s social learning. Parental authority was not the only agent of fragmenting the author peer-group relations. Younger generations of children have the problem of not even being able to speak their mother tongue. The teacher was a rather severe Indian lady who was, however, kind to the author. Peer-group solidarity, however, did not emerge as the author school life stabilized. Contacts between parents and school at primary school were extremely limited. The linear style of these buildings did not particularly allow for a feeling of integrated learning in the school.
