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Islamic studies, like women's studies, Afro-American studies, or Judaic studies, is a field defined by subject matter rather than a particular scholarly tradition or disciplinary appmch. However, in m t m t to most of these other fields, there is scarcely a department of Islamic studies in Canada or the United States.' Most Islamic studies positions are found within departments of religious studies and in area studies centers, although within the latter they are not generally taught by scholars whose training had a major emphasis on studies of the Islamic religion. It is misleading to conclude that the study of Islam takes place solely within Middle East area studies programs, for at this junctm scholarship focusing on Muslims in other parts of Asia: on Muslim minorities generally, and on Muslims in North America in particular, is a growing In terms of scholarly heritage, most of those pursuing Islamic studies face the same concern felt by the area specialist or the historian of teligion. In some respects area studies and religious studies have faced similar challenges. For instance, both foster eclectic theoretical orientations that can result in either creative synthesis or superficial or "trendy" applications of the latest methodologies. Both face common dangers: that the collection and description of data will displace theoretical concerns; the

Trends in Islamic Studies in the United States and Canada since the 1970s