ABSTRACT
Through the Basic Education Policy for Tibetans in Exile, the Tibetan exile government had “succeeded, as Mr. Thubten Lungrig, Kalon of the department of education, declared, ‘to create a ‘Tibetan mind’ inindividual’s personality amidst the growing trend of ‘Westernisation drive’’” (CTA,2010b). Before cynical modern readers dismiss this claim on the grounds that it essentializes both what it means to be Tibetan and what constitutes mind, consider Grossberg’s (2009) definition of consciousness asinexorably linked to identity: “Because of the apparent unity and coherence of our awareness, we can develop a sense of self that can gradually mature with our experiences of the world” (p. 3).
