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  • Written by Narinder Dhami
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  • Bindi Babes
  • Written by Narinder Dhami
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On Sale: March 25, 2009
Pages: 192 | ISBN: 978-0-307-51443-1
Published by : Yearling RH Childrens Books

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Read by Nina Wadia
On Sale: August 10, 2004
ISBN: 978-1-4000-8540-8
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Meet Amber, Jazz, and Geena Dhillon—a.k.a. the Bindi Babes. They’re three fabulous sisters with a reputation for being the coolest, best-dressed girls at their school. But their classmates don’t know that the Dhillon sisters work extra hard to look perfect and together to all of their friends . . . while privately trying not to think how much they miss their mom, who died a year ago. What these struggling sisters certainly don’t need is an interfering auntie from India inviting herself into their household to cramp their style. Unfortunately, that’s exactly what their dad allows to happen.

Soon the sisters’ pushover dad is saying no to designer clothes and expensive sneakers, and Auntie is butting into every area of their lives. What are the Bindi babes to do? There’s only one way to be rid of Auntie: marry her off to some unsuspecting guy. Will Amber, Jazz, and Geena find a man who can put up with Auntie before she completely ruins their lives? Or are Auntie’s new rules doomed to make the fabulous Dhillon sisters just . . . average?

From the Hardcover edition.
Narinder Dhami

About Narinder Dhami

Narinder Dhami - Bindi Babes

Photo © Courtesy of the Author

"When I began school, . . . I started to enjoy writing stories as much as reading them. I wrote my stories by hand, or sometimes I used a pink typewriter, and I kept everything I wrote. By the time I was 14, I had a lot of stories!"
--Narinder Dhami

Narinder Dhami began teaching in London. She is the author of Bindi Babes and its companion novels and may be best known for the novelization of the hit British movie Bend It Like Beckham.


I was born in Wolverhampton, England, in 1958. My dad came over to England in the mid-1950s from India, in response to Government appeals for people from the Commonwealth to come and work in Britain. He began driving a bus, one day my mom got on that bus and they fell in love!

I came along a couple of years later. I had a very happy childhood although I was conscious of the fact that we (I and my two sisters) were different because we were Anglo-Indian (my mom is English). In the Sixties this was very unusual, and we used to get stared at a lot.

My mom in particular encouraged me to read from a very early age — I was fluent by the age of three, according to her! When I began school, I also learnt to write and I started to enjoy writing stories as much as reading them. I wrote my stories by hand, or sometimes I used a pink typewriter, and I kept everything I wrote. By the time I was 14, I had a lot of stories! I used to read them aloud to my two sisters to see if they liked them or not.

As I got older, however, schoolwork and exams loomed large, and I didn’t have much time for hobbies. I stopped writing stories for pleasure and focused on studying hard, as I wanted to go on to college. When I was 18, I left home for university. While packing up my room, I found the stories I’d written years ago. And I threw them all away! I regret that now.

After college (where I met my husband), I started teaching what we call primary school (children aged 7-11). I enjoyed it, but gradually over the years I started writing for fun again. At first I wrote short stories which were published in girls’ magazines, but I knew I wanted to write a book. However I didn’t feel that I could give my best to my teaching job and to my writing career. So after eight or nine years, I quit teaching — I had just won a PC in a writing competition, so I figured it was a sign that it was definitely time for me to write a book!

The first book I ever wrote was a short novel for younger children called A Medal for Malina. The heroine was based on a real little girl whom I had taught in my previous job, who was a very fast runner. In my story, she has an on-going feud with a boy in her class to prove which of them is the fastest. The book was accepted by the first publisher I sent it to, and I have never looked back since!

I now live in Cambridge (one of England’s famous university towns) with my husband and our five cats. I write full-time and love it, although I still go into schools all the time to speak to my readers.


“A touching story about loss, adjustment and family love, laced with humor.”–Publishers Weekly, Starred
Teachers Guide

Teacher's Guide


Embracing One’s Cultures: A Guide

Grades 3 up

All-of-a-Kind Family
by Sydney Taylor
Maya Running by Anjali Banerjee
Fresh Girl by Jaïra Placide
The Shadows of Ghadames by Joëlle Stolz
Macaroni Boy by Katherine Ayres
Half and Half by Lensey Namioka
Bindi Babes by Narinder Dhami
See You Down the Road by Kim Ablon Whitney

Visualize the varied cultures in American society today: descendents of Vietnamese refugees; foreign and native-born children of Latin American parents seeking to break the bonds of poverty; Muslim youth from devout Middle Eastern families; descendents of early 1900s immigrants from Ireland, Italy, and other European countries; sons and daughters of research scientists, scholars, and engineers from all over the globe. Every race, nationality, and religion contributes to the photograph of “Our American Family.” But instead of embracing the richness of America’s unique crossroads of cultures, schools often become a battleground where students from diverse backgrounds fight to belong. Prejudice stemming from negative stereotypes and ignorance leads to students being harassed and teased about the clothes they wear, the food they eat, and the way they speak, which robs those targeted of the pride they should be able to express in their own ethnicity. The books in this educators guide include literature that encompasses many of the cultures students may encounter in their school, and can help students define and embrace their own culture as well as the cultures of others. These books focus on themes of acceptance, cultural pride, and a sense of heritage that must be fostered in all of our students if our schools, and ultimately our society, can hope to be productive, successful, and united.


A year after the death of their mother, three Indian sisters–Geena, Amber, and Jazz–are living in England, when their Auntie unexpectedly is invited by their father from India to help take care of them. To stop her from interfering in their lives, the girls do their best to find her a husband.



When Auntie arrives to take care of the girls, she introduces the customs and traditions of India. What are the cultural traditions she expects the sisters to uphold? How do the sisters foil Auntie’s plans to control their lives? How do their lives change as a result of Auntie’s interference?

2. The sisters must cope with important social issues that teenagers of any cultural background would face. How does their Indian heritage influence the way they handle people and situations? (Find out more about the family in Bhangra Babes and Bollywood Babes.)


Taking It Global
Discusses cultural diversity in America.

American Civil Liberties Union: Immigrant Rights
The official Web page.

The American Immigrants Home Page
Helpful information for and about immigrants.

Federation for American Immigration Reform
Immigrant reform movement and its affect on public schools.

Cultural Diversity–a CCSD research program
Lifestyle patterns of immigrant youth.


Prepared by Susan Geye, Library Media Specialist, Crowley Ninth Grade Campus, Crowley, Texas.

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