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Duke Islamic Studies Center John Hope Franklin Center, 2204 Erwin Rd, Box 90402, Durham, NC 27708 Program Coordinator March 5, 2007 Dear Al Crumbliss and ASC Executive Committee: Thank you very much for the thorough and thoughtful reading of our proposal for an undergraduate certificate in Islamic Studies we received from the A & S Curriculum Committee and for their support for the certificate. We are very excited that the certificate proposal is moving forward and we look forward to the possibility of formally launching this certificate in the Fall. I have attached a revised copy of our proposal (along with the required supporting documents) to this e-mail. The revised proposal incorporates the changes we made in response to the questions you posed about our original proposal. Specifically, the revised proposal includes our rationale for including two courses (Rel 146/147, a two-semester “Introduction to Islamic Civilization” sequence) as approved gateway courses and expanded information on the study abroad requirement and options for students. I have also attached a copy of a letter of support from Margaret Riley, Associate Dean in the Office of Study Abroad (the letter is also included as Appendix 2 in the Certificate Proposal itself). We look forward to hearing from the Executive Committee and to answering any additional questions you might have. Sincerely, Dr. Kelly Jarrett Program Coordinator Phone: 919-668-2143 Fax: 919-684-8749 [email protected] Website: http://www.jhfc.duke.edu/disc/

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Page 1: Duke Islamic Studies Centerpeople.duke.edu/~ldbaker/documents/islamicstudiescertificate.pdf · Director, Duke Islamic Studies Center and ... The diversity of the Muslim world and

Duke Islamic Studies Center John Hope Franklin Center, 2204 Erwin Rd, Box 90402, Durham, NC 27708 D P

March 5, 2007 Dear Al Crumbliss and ASC Executive Committee: Thank you very much for the thorough and thoughtful reading oour proposal for an undergraduate certificate in Islamic Studwe received from the A & S Curriculum Committee and for theirsupport for the certificate. We are very excited that the certificate proposal is moving forward and we look forward topossibility of formally launching this certificate in the Fal I have attached a revised copy of our proposal (along with threquired supporting documents) to this e-mail. The revised proposal incorporates the changes we made in response to the questions you posed about our original proposal. Specificallythe revised proposal includes our rationale for including twocourses (Rel 146/147, a two-semester “Introduction to IslamicCivilization” sequence) as approved gateway courses and expaninformation on the study abroad requirement and options for students. I have also attached a copy of a letter of support Margaret Riley, Associate Dean in the Office of Study Abroad letter is also included as Appendix 2 in the Certificate Propitself). We look forward to hearing from the Executive Committee and tanswering any additional questions you might have. Sincerely, Dr. Kelly Jarrett Program Coordinator

Phone: 919-668-2143 Fax: 919-684-8749 [email protected] Website: http://www

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Duke Islamic Studies Center

John Hope Franklin Center, 2204 Erwin Rd, Box 90402, Durham, NC 27708 Professor Bruce Lawrence

Director

January 22, 2007 Alvin Crumbliss, Chair Lee Baker Ruth Day Reeve Huston Sherman James Jody McAuliffe Thomas Mitchell-Olds Michael Morton Daniel Schmitt Bruce Cunningham Ellen Wittig Dear Members of the Arts and Sciences Council Curriculum Committee: I am pleased to submit to you our proposal to establish an undergraduate certificateIslamic Studies. In our current post–Cold War, post–9/11 context, characterized by information technologies that allow instant, global communication, rapid globalization, and thereligious fundamentalisms and religiously inflected political movements, Islam is, fgood and bad, prominently in the national and international spotlight. On the one henrollments in Arabic and Islamic Studies courses have grown; bookstores report thsales of the Qur’an have increased; and there has been an explosion of scholarly wojournalism, and documentaries about Islam and the Muslim world. On the other handiversity of Muslim cultures, beliefs and practices and the richness and complexitieIslamic history and tradition are often distorted in dominant, mainstream media representions. As 9/11 and subsequent developments reveal, the consequences of being misinformignorant of each others’ cultures, beliefs, traditions, and histories can be catastrophtragic. This week, Rabbi Sir Jonathan Sacks, the 2007 Kenan Ethics keynote speakspoke about the common Abrahamic legacy of Jews, Christians, and Muslims, underscoring the ignorance and need to understand Muslims as legitimate heirs of Abraham via Ishmael. Earlier this month, however, ABC Evening News reported thonly one percent of the 12,000 FBI agents speak Arabic and 33 of the 1,000 peopleworking at the U.S. embassy in Iraq speak Arabic, yet only ten percent of U.S. colloffer Arabic classes (report aired Jan. 7, 2007). Moreover, the demand for people

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knowledgable about Islam and the Muslim world and fluent in Arabic and other Muslim languages is not limited to military, government, and civil service. Globalization is fueling the demand for workers with these skills in the business sector as well. Statistics such as these speak to the enormity of the need for universities to provide education and training that will educate students in the languages, beliefs, and customs of the Muslim world. The undergraduate certificate in Islamic Studies proposed here is designed to provide students with the language skills, cross-cultural experience, and knowledge of Islam and the Muslim world they will need to engage productively with the Muslim world in their chosen professions upon graduation. Duke University is a recognized leader in Islamic Studies and interdisciplinary education, with a solid core of prominent Islamic Studies scholars in the humanities and anticipated growth in the social sciences. Duke’s strength in these areas is enhanced by our close working relationship with UNC-Chapel Hill, which also has a prominent Middle Eastern/Islamic Studies program that complements our own. This proposal draws on these strengths to develop a certificate program that is rigorous enough that students who fulfill its requirements will have language skills and a breadth of knowledge about Islam and the Muslim world that is not possible within any existing majors, minors, or certificate programs yet broad and flexible enough to allow students to design a sequence of courses that will complement existing majors, minors, and certificate programs. Thank you for your consideration of this proposal, which we believe makes an important contribution both to the undergraduate curriculum at Duke and to undergraduate education in the nation as a whole. Sincerely, Bruce B. Lawrence Director, Duke Islamic Studies Center and Nancy and Jeffrey Marcus Humanities Professor of Religion

Duke University Phone: 919-660-3506 Fax: 919-660-3530 [email protected] Website: http://www.jhfc.duke.edu/disc/

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DUKE ISLAMIC STUDIES CENTER

PROPOSAL FOR UNDERGRADUATE ISLAMIC STUDIES CERTIFICATE

TABLE OF CONTENTS:

1. Statement of Rationale 2-6

2. Detailed Description of Program 7–13

3. Proposed Text for Undergraduate Bulletin 14–17

4. Identification of Teaching Faculty 18–20

5. Semester-by-Semester Course Projection 21–24

6. Approved Elective Courses for Certificate 25–34

7. New Courses Offered for Certificate 35–38

8. Identification of Available Funding 39

9. Relationship to Existing Programs or Majors 40–43

10. Statement from Perkins Library Staff 44-48

11. Appendix 1: Faculty Agreement to Participate 49-58

12. Appendix 2: Study Abroad Letter of Support 59-60

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DUKE ISLAMIC STUDIES CENTER PROPOSAL FOR UNDERGRADUATE ISLAMIC STUDIES CERTIFICATE

1. Statement of Rationale

One of the most notable characteristics of the late

twentieth century was the rise of fundamentalist movements

in Christianity, Judaism, Islam, and other religious

traditions, which helped usher in a global era

characterized by religious conflict and the appropriation

of religious traditions to political ends. At the same

time, the forces of globalization and the shrinking of the

globe brought about by international commerce, travel, and

emigration, as well as new technologies, media, and the

Internet that enable instant global communication, make

cross-cultural and interreligious contact an unavoidable

reality of contemporary life.

In the context of these forces and in the wake of the

watershed events of 9/11, knowledge about Islam and the

Muslim world has taken on a new importance. Over one

billion Muslims practice their faith worldwide, with less

than twenty percent of the world’s Muslims living in the

Middle East. Islam has become one of the fastest growing

religions in the United States, its growth fueled by

immigration, conversion (especially among African

Americans), and children born to immigrants and converts.

The diversity of the Muslim world and of Islamic cultures

is too often obscured by dominant representations that

limit Islam to the Middle East, reduce Muslims to

2

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terrorists, and accent the Wahhabi/Salafi fundamentalism of

al-Qaeda as characteristic of the Muslim World.

Despite the increasingly important role Muslim nations are

playing in global politics, trade, and development,

cultural misunderstanding between Western and Muslim

nations is widespread. Too few U.S. Foreign Service,

military, and business leaders who work in Muslim majority

countries are fluent in Islamic languages such as Arabic,

Persian, Turkish, Urdu, or Bahasa Indonesia (the language

of the world’s most populous Muslim country, which is not

currently offered at any Triangle universities). Our

leaders are too often uneducated about basic Muslim beliefs

and practices and the history of Muslim contributions to

philosophy, science, commerce, and art and unaware of the

cultural and ethnic diversity of the Muslim world. And

despite (or because of) what some in the Muslim world label

U.S. cultural hegemony, cultural misunderstanding is a two-

way street. Muslim leaders and professionals, like their

counterparts in the West, are dealing with globalization,

inter- and intrareligious conflict, and increasing cross-

cultural contacts. Thus, it is equally important that they

be familiar with Western cultures, institutions, beliefs,

and practices and prepared for productive cross-cultural

relationships.

In our current historical context, it is especially crucial

that today’s Western university students be educated about

Islamic cultures, beliefs, and practices so they are

prepared upon graduation to engage the Muslim world

knowledgeably and productively in their professional

careers. As a national leader in higher education, an

3

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institution at the forefront of interdisciplinary

education, and a university with a strong and growing

program in Islamic Studies, Duke is well positioned to take

a leadership role in preparing the next generation of

leaders and professionals and advancing cultural

understanding between the United States and the Muslim

world.

We are proposing an Undergraduate Certificate in Islamic

Studies that will provide students with comparative,

historical, and cultural knowledge of Islamic cultures,

working knowledge of a Muslim language acquired through two

years of language study, and cross-cultural knowledge

gained through a study abroad experience in a Muslim

majority country. We see at least two pools of students who

will be interested in this certificate program. The first

pool is students who arrive at Duke with an interest in

pursuing Islamic Studies, or who develop this interest

early in their undergraduate careers through taking Arabic

courses or through the Focus program. In the absence of an

Islamic Studies certificate, this pool of students has most

probably pursued these interests through a major in

Religion or International Comparative Studies, and for them

the certificate will be a fairly natural and fitting

complement to these majors. The other pool of students,

largely untapped and requiring more intentional outreach

and programming on our part, is preprofessional (pre-law,

pre-med, or pre-business) students and students interested

in economics, public policy, political science, global

health, or environmental sciences (to name just a few) who

might be interested in an Islamic Studies certificate if

one were available and they could see how it would enhance

4

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their educational or career options. To give just a couple

of examples: given that the World Health Organization has

issued many warnings that the hajj pilgrimage, which draws

millions of Muslims from around the world to Mecca, is a

likely catalyst for a worldwide flu pandemic, students

interested in global health might find knowledge of Islam

and the Muslim world an asset; or business students who

learn that Islam is one of the fastest growing religions in

the United States and that there is a growing market for

investment funds and financial services for Muslims might

be interested in the certificate.

Historically, the roots of Islamic Studies programs have

been in Religious Studies, Orientalism, or Cold War–era

area studies. The increasingly prominent role Islam and the

Muslim world play in global politics and development in our

post-Cold War era is revealing the limitations of these

approaches to Islamic Studies, which each truncate or

distort the diversity, depth, and scope of Islamic cultures

and history in different ways. The approach to Islamic

Studies at Duke represents a new paradigm for studying the

Muslim world in which Islam is understood as a cosmopolitan

tradition that is radically networked (i.e. connected

across recognized boundaries). This new paradigm requires

study of the economic, social, religious, political,

historical, and cultural institutions and mechanisms that

construct and sustain Islamic civilizations and the

simultaneous examination of their distinctively Islamic

characteristics and expressions. Such research,

scholarship, and teaching will enable new kinds of

interactions and insights between humanists and social

5

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scientists that will foster fresh interpretations of Islam

and of relationships between the West and the Muslim world.

The undergraduate certificate reflects this new paradigm.

It encourages students to investigate Islamic civilization

through the rubric of Muslim networks that transcend

geographic, linguistic, historical, sociocultural,

disciplinary, and institutional boundaries. While Islam is

common to the Muslim world and binds it together, the

Muslim world encompasses far more than Islam alone—

cultures, languages, minority religions, cuisines, arts and

literatures—both Muslim and non-Muslim. To insure they

engage with the Muslim world in this comprehensive sense,

students enrolled in the certificate program must develop a

sequence of courses from at least three departments,

including one religion course and one social science

course. This sequence, developed in consultation with the

Islamic Studies Certificate Faculty Director and DISC

staff, will reflect the interdisciplinary nature of Islamic

Studies and complement the student’s academic major and

long-term educational or career goals.

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2. Description of the Undergraduate Islamic Studies

Certificate Program and Requirements

The Duke Islamic Studies Center proposes an

interdisciplinary Undergraduate Certificate in Islamic

Studies, which students can earn in conjunction with a

major in any department or program of Trinity College.

Students may choose from a variety of courses in different

disciplines to construct a sequence of courses that

complements their major field of study and prepares them to

engage knowledgeably with the Muslim world in their chosen

professions or graduate study.

Program Requirements:

To earn an Undergraduate Certificate in Islamic Studies,

students must complete an introductory course (one semester

of “Introduction to Islamic Civilization”); a capstone

course as a junior or senior, which will include a

significant research component; and four (4) additional

courses. Two of these courses must be at the 100-level or

above, and the electives must represent at least three

departments, one of which must be religion and one of which

must be a social science course. The Duke Islamic Studies

Center plans to regularly offer a Focus cluster on “Muslim

Cultures,” and the two seminar courses taken as part of the

Focus cluster will count toward the Certificate in Islamic

Studies.

Duke is fortunate to have a close relationship with the

University of North Carolina-Chapel Hill, which also has a

strong program in Islamic and Middle Eastern Studies. UNC-

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Chapel Hill’s course offerings in Islamic Studies

complement Duke’s course offering, extending the options

available to students pursuing an Islamic Studies

Certificate. Students enrolled in the certificate program

at Duke may take up to two of their required electives for

the certificate at UNC-Chapel Hill.

In addition to the six required Islamic Studies courses,

certificate recipients will be required to complete two

years of study in an Islamic language (i.e., a language

spoken in a Muslim majority country)1 and to study abroad in

a Muslim majority country.2 Students with enough language

proficiency to place into a higher than elementary level

language course must take at least one applicable language

course at the 100 level. Muslim languages include Arabic,

Turkish, or Persian (available at Duke), or Urdu or

Kiswahili (available at UNC).

1. Introductory Course: Students are required to complete

one semester of the “Introduction to Islamic Civilization”

sequence (CULANTH 147/148; REL 146/147; HIST 101G/102G; ICS

141A/142A; MEDREN 146A/147A; Instructors: Lawrence, Moosa,

or staff). The first semester of this sequence provides a

comprehensive survey of the Middle Eastern origins and

cultural attainments of Islam through the medieval period.

1 Students may petition the faculty director to have another language count toward the language requirement for academic reasons (for example, a student interested in studying Muslim minorities in Russia or Eurasia might petition to have Russian count toward this language requirement). 2 The study abroad requirement can be filled by a summer, one-semester, or two-semester study abroad program in a Muslim majority country. Intensive language study in a Muslim majority country will also satisfy the study abroad requirement. Students may petition the faculty director to gain approval for study abroad in a non-Muslim county, provided there are sound academic reasons for doing so and if their course of study will have significant Muslim/Islamic content (for example, a student interested in studying Moorish culture in medieval Spain might petition to have a study abroad program in Spain approved, but they would be expected to take courses that focuses on Islamic history or culture). The summer study-abroad program at the Oxford Centre for Islamic Studies will also fulfill the study abroad requirement.

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The second semester provides a comprehensive survey of

Islam from the medieval period through the present.

Students must take one semester of this sequence to fulfill

the introductory course requirement.

As survey courses, both courses are designed to introduce

students to basic methodological and disciplinary

approaches to the study of Islam. Thus, while there are

clearly differences in the historical focus of the two

semesters, either semester would fulfill what we see as the

basic pedagogical goals of an introductory course: that

students emerge from either semester with knowledge about

basic teachings, beliefs, and practices of Islam and with

the tools for exploring and understanding Islam as a global

phenomenon with culturally and historically specific

expressions.

Because both courses in the “Islamic Civilization” sequence

meet the basic pedagogical goals of an introductory

course, students may choose which semester they want to

take, allowing students with defined interests to construct

a sequence of courses for the certificate that would fit

their specific interests and goals. And because one or the

other of the gateway courses will be regularly available,

students without a strong preference have more flexibility

to meet this requirement and to enroll in other, less

frequently offered courses that might be of greater

interest or importance to them. Should students elect to

take both courses in the sequence, the second semester

course will count as one of the required electives in the

Certificate program.

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2. Capstone Course: Muslims in Global Contexts: The purpose

of the Capstone Course, envisioned initially as an advanced

seminar with a significant research component and

eventually, should our enrollment numbers require it, as a

senior seminar limited to certificate students, is to

provide students who have completed all other Islamic

Studies coursework with an opportunity to synthesize the

theories and methodologies learned in previous work and, in

conjunction with a senior faculty member, to use the tools

to develop and complete a research project on an area of

particular interest to them.

3. Four Islamic Studies courses, two of which must be at or

above the 100 level. In addition to the Introduction and

Capstone courses, students must take four additional

Islamic Studies courses, two of which must be at or above

the 100 level (see attached course list) and two of which

may be taken at UNC-Chapel Hill (see attached course list).

In order to insure that students develop an understanding

of Islam as a global, transcultural, cosmopolitan, and

networked tradition and of the interdisciplinary nature of

Islamic Studies, elective courses selected to fulfill

certificate requirements must be taken in at least three

departments and must include one religion course and one

social science course. No more than two courses may be used

to fulfill requirements for both the student’s major,

minor, or other certificates and the Islamic Studies

Certificate.

In addition to the courses on the attached lists, we

anticipate that the number of undergraduate course

offerings will increase as Islamic Studies faculty are

10

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hired and current Duke faculty affiliate with the Islamic

Studies Center and the Islamic Studies certificate. Duke is

currently in the final stages of a search for the Gorter

Family Chair in Islamic Studies, which is designated as a

social science chair, and provisional offers have been made

to two candidates specializing in Islamic Studies. The

successful conclusion of one or both of these outstanding

offers will substantially increase the scope of our program

and our course offerings in the social sciences. We are

also reaching out to recruit other faculty at Duke to

participate in the program. For example, we have approached

Curtis Richardson, a specialist in wetland restoration in

the Nicholas School, about participating in the Muslim

Cultures Focus cluster and developing a course based on his

work restoring the Iraqi wetlands, tentatively titled

“Wetlands of Mass Destruction.” He has expressed interest

in developing such a course, and we are working through the

Focus directors to try to resolve administrative issues so

that a Nicholas School faculty can develop and offer a

Focus course in Trinity College. There are also faculty who

are not currently involved in Islamic Studies but who are

doing research on Islam and the Muslim world, and we expect

that this research will also generate new course offerings

in the foreseeable future. History professor Claudia Koonz,

for example, is currently researching the status,

reception, and role of minority Muslim communities in

Europe and is considering developing a course based on this

research. As faculty become involved with the Duke Islamic

Studies Center through these various avenues, several new

courses will be added to the approved list of certificate

requirements over the next several years.

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In addition to regularly offered courses approved for the

Certificate, other courses (such as special topics courses

or independent study) may also fulfill this requirement. In

order to fulfill a requirement for the Islamic Studies

Certificate, at least 50 percent of the course content must

focus on Islam, Islamic civilizations, or the Muslim world.

To determine if a course will fulfill Certificate

requirements, students should consult the Faculty Director

(Bruce Lawrence).

4. Study Abroad Requirement: This certificate includes a

study abroad requirement because the experience of living

in a majority-Muslim country provides crucial experiences

and perspectives for students that cannot be gained in a

classroom at Duke and is a crucial component of the cross-

cultural understanding and knowledge Certificate recipients

should possess.

There are a number of options students may select to

fulfill this requirement. In terms of suitable Duke or

Duke-approved programs, there is currently a program at

American University in Cairo, which can be found on the

Study Abroad website

(http://www.aas.duke.edu/study_abroad/approvedlist/africami

deast.html ). There is also a summer program in Turkey that

is currently offered as well as a semester-long program in

Turkey in the approval process. The Asian and African

Languages and Literature website

(http://www.duke.edu/web/aall/arabic/sa.html) identifies a

number of programs in countries including Egypt, Jordan,

Morocco, Tunisia, and Turkey.

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The Duke Islamic Studies Center is also working with

Margaret Riley and Paul Paparella in the Study Abroad

office to develop two additional study abroad options for

students. The first is to be a semester-long program in

Doha, Qatar. We are in the initial stages of putting the

program together, but our plans are to have the program

housed at the new Islamic Art Museum in Doha (one of our

DISC Advisory Board members, Mayassa Al-Thani, approached

us about the opportunity to establish this program). We are

also considering having students in this program earn two

language credits (Qatar has excellent programs for teaching

Arabic to non-native speakers). We feel this will

strengthen the appeal of both the Islamic Studies

certificate and the Doha study abroad program, because

students will be able to satisfy the study abroad

requirement and a substantial part of the certificate

language requirement through this semester-long program. We

are also working to develop a summer program that will

include a component at the Oxford Centre for Islamic

Studies and a component in a majority-Muslim country. This

program, we hope, will be attractive to students who cannot

manage an entire semester abroad, and it will provide a

reliable and safe study abroad option should circumstances

change in any of the majority-Muslim countries where there

are currently programs available.

To enroll in the certificate program, students should

officially declare their intention to pursue the

certificate through Academic Advising (first- and second-

year students) or through the Registrar (juniors and

seniors) and then contact the Duke Islamic Studies Center.

13

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3. Proposed Text for Undergraduate Bulletin:

Islamic Studies (IslStud)

Professor Bruce B. Lawrence, Director

A certificate, but not a major, is available in this

program.

The undergraduate certificate in Islamic Studies is

administered by the Duke Islamic Studies Center (DISC).

This interdisciplinary certificate is designed to provide

students with comparative, historical, and cultural

knowledge of the Muslim world; working knowledge of a

Muslim language acquired through two years of language

study; and cross-cultural exposure gained through a study

abroad experience in a Muslim-majority country. This

certificate program allows students to draw on both the

strength and scope of Duke’s offerings in Islamic Studies

and complementary courses offered at UNC-Chapel Hill, which

also has a strong program in Middle Eastern/Islamic

Studies. The program is designed to educate students about

Islamic cultures, beliefs, and practices so they are

prepared upon graduation to engage the Muslim world

knowledgeably and productively in their professional

careers or prepared to pursue graduate study. The

certificate program is designed to be rigorous enough to

ensure that students who fulfill its requirements will have

language skills and a breadth of knowledge about Islam and

the Muslim world not possible within other majors or minors

yet broad and flexible enough to allow students to develop

a sequence of courses that will complement their major

field of study.

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The approach to Islamic Studies at Duke represents a new

paradigm for studying the Muslim world in which Islam is

understood as a cosmopolitan tradition that is radically

networked (i.e., connected across recognized boundaries).

Thus, students pursuing a certificate in Islamic Studies

are encouraged to investigate Islamic civilization through

the rubric of Muslim networks that transcend geographic,

linguistic, historical, sociocultural, and disciplinary

boundaries. Participating departments include Asian and

African Languages and Literature, Cultural Anthropology,

International Comparative Studies, History, Literature,

Religion, and Slavic and Eurasian Studies (Turkish and

Persian).

In addition to coordinating the certificate program, the

Duke Islamic Studies Center also sponsors lectures and

conferences that bring prominent American and international

Islamic Studies scholars, artists, writers, and performers

to Duke; coordinates a Muslim Cultures Focus cluster; and

promotes cross-cultural exchange between Western and

Islamic students and other members of the Duke community.

Program Requirements:

Students interested in earning a certificate in Islamic

Studies are encouraged (but not required) to declare it by

their fifth semester.

To earn an undergraduate certificate in Islamic Studies,

students must complete six (6) courses:

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** an introductory course (one semester of the two-

semester sequence “Introduction to Islamic

Civilization”).

** a Capstone Seminar (Muslims in Global Contexts) as

a junior or senior, which will include a

significant research component.

** Four (4) additional elective courses, two of which

must be at the 100-level or above.

In order to insure that students develop an understanding

of Islam as a global, networked tradition and of the

interdisciplinary nature of Islamic Studies, at least three

departments must be represented in the elective courses

selected to fulfill certificate requirements. The elective

course sequence must include at least one religion course

and one social science course. No more than two (2) courses

may be used to fulfill requirements for the certificate and

the student’s major, minor, or other certificates.

Appropriate courses may come from the list of approved

elective courses below or may include other courses (new

courses, special topics courses, independent study) with at

least 50 percent of course content on Islam or the Muslim

world. To determine if specific courses meet requirements

for the certificate, students should consult the faculty

director.

The Duke Islamic Studies Center plans to regularly offer a

“Muslim Cultures” Focus cluster in the spring semester

(open to both first- and second-year students), and the two

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Focus seminars will count toward the Islamic Studies

certificate. Students enrolled in the certificate program

may take up to two (2) of their required electives for the

certificate at UNC-Chapel Hill.

In addition to the six required Islamic Studies courses,

certificate recipients will be required to complete two

years of study in an Islamic language (i.e., a language

spoken in a majority-Muslim country) and to study abroad in

a majority-Muslim country. Students with enough language

proficiency to place into a higher than elementary level

language course must take at least one applicable language

course at the 100 level. Muslim languages include Arabic,

Turkish, or Persian (available at Duke) or Persian, Urdu,

or Swahili (available at UNC).

To enroll in the certificate program, students should

officially declare their intention to pursue the

certificate through Academic Advising (first- and second-

year students) or through the Registrar (juniors and

seniors) and then contact the Duke Islamic Studies Center.

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4. Identification of Teaching Faculty

(Please see Appendix 1 for written confirmation of faculty

participation).

Islamic Studies Faculty Director, Oversight Committee, and

Affiliated Faculty:

Faculty Director: Bruce B. Lawrence, Nancy and Jeffrey

Marcus Humanities Professor of Religion; Director,

Duke Islamic Studies Center.

Faculty Oversight Committee:3

miriam cooke, Professor, Department of Asian and African

Languages and Literature; Education Director, Duke Islamic

Studies Center.

Erdag Goknar, Assistant Professor, Slavic and Eurasian

Studies.

Ebrahim Moosa, Associate Professor, Department of Religion;

Research Director, Duke Islamic Studies Center.

Negar Mottahedeh, Assistant Professor, Literature.

3 When the search for the Gorter Family Chair is successfully completed, its inaugural holder will also be a member of the Faculty Oversight Committee. If the search results in two successful hires, both new faculty will be members of this committee and actively involved in the Islamic Studies Certificate program.

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Islamic Studies Affiliated Faculty:

Katherine Ewing, Associate Professor, Cultural Anthropology

and Religion (on leave 2006-07).

Jehanne Gheith, Associate Professor of Slavic Studies;

Chair, Slavic and Eurasian Studies; Co-director,

International Comparative Studies.

Mary Hovsepian, Assistant Professor of the Practice of Sociology (effective July 1, 2007).

Claudia Koonz, Professor, Department of History.

Bruce Kuniholm, Director, Terry Sanford Institute of Public

Policy; Professor and Chair of Public Policy Studies;

Professor of History.

Mbaye Lo, Instructor, Asian and African Languages and

Literature (Arabic).

Ellen McLarney, Assistant Professor, Asian and African

Languages and Literature (on leave spring 2007).

Rebecca Stein, Assistant Professor, Department of Cultural

Anthropology (on leave spring 2007).

UNC-Chapel Hill Islamic Studies Faculty:

Saher Amer, Associate Professor, Asian Studies.

Glaire Anderson, Associate Professor, Department of Art.

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Carl Ernst, William R. Kenan, Jr., Distinguished Professor,

Department of Religious Studies; Director of the

Carolina Center for the Study of the Middle East and

Muslim Civilizations.

Banu Gokariksel, Assistant Professor, Geography.

Charles Kurzman, Professor, Department of Sociology.

Omid Safi, Associate Professor, Department of Religious

Studies.

Sarah Shields, Associate Professor, Department of History.

Nadia Yaqub, Assistant Professor, Asian Studies (Arabic).

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5. Semester-by-Semester Course Projection4 SPRING 2007: AALL 165-01: Arabic Culture and 9/11. (cooke). AALL 173S-01: Women in Arab Literature. (cooke). Asia 455 (UNC): Arabs in America. (Amer). Lit 120BS: Islam and Comparative World Cinema (Focus seminar). (Mottahedeh). Rel 166S: The Qur’an over Time (Focus seminar). (Lawrence) Rel 192S: Islamic Law and Ethics. (Moosa). Rel 490 (UNC): The Qur’an as Literature. (Ernst). Rel 581 (UNC): Sufism. (Ernst). Turkish 106S-1: Muslim Identities in Eurasia (Focus Seminar). Goknar. FALL 2007 AALL 159: Literature of the Palestinian-Israeli Conflict (cooke w/Shai Ginsburg). AALL 1XX: Islam and Feminism: Inside and Out. (McLarney). Arab 150 (UNC): Introduction to Arab Culture. (Amer). Arab 453 (UNC): Film, Nation, and Identity in the Arab World. (Yaqub). CulAnth 1XX: Muslims in the West (new course). (Ewing). Geog 447 (UNC): Gender in the Middle East. (Gokariksel). Lit 113A: States of Exile and Accented Cinemas. (Mottahedeh). 4 Kathy Ewing (Cultural Anthropology) is currently on leave. She has expressed interest in participating in the certificate program, but she is replying to e-mail only occasionally and we have not received her semester-by-semester projected course offerings.

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Rel 166S: Fundamental Challenges: Islam, Human Rights, Terrorism (Focus seminar). (Lawrence). Rel 152: Sufism, Indo-Persian. (Lawrence). Rel XXX: Introduction to Islam: From Ritual to Revolution. (Moosa). Rel 583 (UNC): Islamic Literature: Iran. (Safi). Turkish 135-235: Identity and Cultural History: The Ottoman Context. (Goknar). SPRING 2008 Arab 151 (UNC): Survey of Arabic Litearature. (Yaqub). AALL 173: Comparative Islamic Feminisms. (cooke). AALL 178: Introduction to Islamic Communities in North Carolina. (McLarney). Asia 451 (UNC): Orientalism and Discourses on the Other. (Amer). Asia 455 (UNC): Arabs in America. (Amer). Lit 118: Performance Traditions of the Middle East. (Mottahedeh). Lit 120BS: Love and Sexuality: Coming of Age Films from the Muslim World (Focus Seminar). (Mottahedeh). Rel 166S-01: The Qur’an over Time (Focus seminar). (Lawrence). Rel 166S-02: Allah, Sex, and Money (Focus seminar). (Moosa). Rel 2XX: Madrasas, Maps, and Money: Geopolitics of Islamic Knowledge. (Moosa). Rel 581 (UNC): Sufism/Rumi. (Safi). Rel 582 (UNC): Islam in South Asia. (Ernst).

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Rel 584 (UNC): The Qur’an as Literature. (Ernst). Turkish 106S: Beyond the Middle East: Muslim Identities in

Eurasia (Focus seminar). Goknar. FALL 2008 AALL 165-01: Arab Culture and 9/11. (cooke). AALL 1XX: Politics and Aesthetics of the Middle East. (McLarney). Arab 150 (UNC): Introduction to Arab Culture. (Amer). Arab 452 (UNC): Imagining Palestine. (Yaqub). Lit 125: Gender and Representation in the Middle East. (Mottahedeh). Rel 146: Islamic Civilization (Certificate Gateway Course). (Lawrence). Rel 196: Good Muslim, Bad Muslim: Debates in Islamic Law and Ethics. (Moosa). Rel XXX : Muslims in Global Contexts (Certificate Capstone Course). (Moosa). Turkish 106S: Muslim Identities in Eurasia. (Goknar). SPRING 2009 Arab 452 (UNC): Muslim Women in France and the US. (Amer). AALL 165: Comparative Islamic Feminisms. (cooke). AALL 1XX: The Qur’an as Literature. (McLarney). Asia 455 (UNC): Arabs in America. (Amer). CulAnth 126: The Muslim World. (Ewing). Geog 447 (UNC): Gender in the Middle East. (Gokariksel)

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Lit 292: Film and the Foreign: Contemporary Iranian Cinema in Focus. (Mottahedeh). Rel 147: Islamic Civilization (Certificate Gateway Course). (Lawrence). Rel 166S-02: Allah, Sex, and Money (Focus Seminar). (Moosa). Rel 1XX: Islam in the West. (Moosa). Rel XXXS: Muslims in Global Contexts (Certificate Capstone Course). (Lawrence). Turkish XXX: The Image of the Turk: Crusades to the European Union. (Goknar). FALL 2009 AALL 165-01: Arab Culture and 9/11 AALL 2XX: Classical Texts in Translation. (McLarney). Arab 150 (UNC): Introduction to Arab Culture. (Amer). Rel 1XX: Reformers and Revolutionaries in Modern Islam. (Moosa) Rel 146: Islamic Civilization (Certificate Gateway Course). (Lawrence). Rel 254: Justice, Law, and Commerce. (Moosa). Turkish XXX: The Image of the Turk: Crusades to the European Union. (Goknar). ADDITIONAL COURSES THAT WILL BE REGULARLY OFFERED: Mary Hovsepian, currently a visiting assistant professor who will become Assistant Professor of the Practice of Sociology July 1, 2007, will be offering the following courses regularly: Soc 195S: Sociology of the Middle East. Soc 191S: Gender, Labor, and Globalization.

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6. Approved Courses for Undergraduate Islamic Studies Certificate: (Note: The home department for courses is indicated in boldface. Regularly offered courses are identified with a ** before the listing in their home departments.) Courses Offered at Duke: Certificate Gateway Course: Students pursuing the undergraduate certificate in Islamic Studies must take one course from the following two-course sequence: Rel 146: Introduction to Islamic Civilization. (7th – 16th centuries). (Lawrence, Moosa, or staff). (CulAnth 147; Hist 101G; MedRenStudies 146A; ICS 141A) Rel 147: Introduction to Islamic Civilization. (17th century – present). (Lawrence, Moosa, or staff). (CulAnth 148; Hist 102G; MedRenStudies 147A; ICS 141B) Capstone Course: Rel XXX: Muslims in Global Contexts: This seminar course for juniors and seniors will be required for students pursuing the Islamic Studies certificate. The capstone course for the Islamic Studies certificate is intended to provide students with the opportunity to synthesize theories and methodologies in Islamic Studies learned in their previous coursework and to reflect on what they have learned during their Duke undergraduate career about the Muslim world and the relationship of Muslims to others, especially those from Western Europe and North America most affected by the aftermath of 9/11 and the ongoing war on terror. The capstone course will require students to focus on the content but also the additive element of their previous certificate courses. That additive element is their own commitment to engage Islam and Muslims in a global context shaped by recent events. They will be asked to consider what long-term options make most sense for them as non-Muslims, or as Muslims with a Western education, wanting to make a difference for their generation in West-East, US-Islamic world relations. The course will have a theme determined by the instructor, but

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in each offering the students will be assigned texts of a general, probing nature and then asked to relate it a project of their selection. Approved Elective Courses: African and African American Studies: AAAS 151: Islamic Mysticism: Arabic (Western) Tradition (Rel 152; MEdRen 153A; ICS). AAAS 254: Justice, Law, and Commerce in Islam. (Rel 254; MedRen 254; ICS). Asian and African Languages and Literature AALL 72: War, Gender, and Postcoloniality. cooke. AALL 127S: From Ottoman Empire to Turkish Empire: Narrative and Culture. (Turkish 120S). AALL 132: Representing the Middle East. (CulAnth 132; History 131B; Turkish 132; ICS 141B). AALL 159: Palestine, Israel, Arab-Israeli Conflict. (CulAnth 155; Jewish Studies 155). AALL 159: Literature of the Palestinian-Israeli Conflict. (cooke with Ginsburg) (CulAnth 155; Jewish Studies 155). **AALL 165S: Modern Arabic Literature and Culture. cooke. **AALL 165: Arab Culture and 9/11. cooke. **AALL 173S: Women in Arab Literature. cooke. (Lit 165S; ICS 121FS; Women’s Studies). **AALL 173: Comparative Islamic Feminisms. cooke or McLarney. **AALL 178: Introduction to Islamic Communities in North Carolina. McLarney. (Rel 161).

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AALL 230S: Space, Place, and Power. (CulAnth 285S; Women’s Studies 225S; Lit 287S) (Approval dependent on course content). CULTURAL ANTHROPOLOGY: **CulAnth 126: The Muslim World: Transformations and Continuities. Ewing. (Rel 119; ICS 101F; Women’s Studies). **CulAnth 1XX: Muslims in the West (new course to be offered regularly). Ewing. CulAnth 132: Representing the Middle East. (Goknar and Stein) (AALL 132; Hist 131B; Turkish 132; ICS 141B). CulAnth 152: Identity and Cultural History: The Ottoman Context. (Turkish 135/235; Rel 161F; Hist 141A). **CulAnth 155: Palestine, Israel, Arab-Israeli Conflict. (Stein). (AALL 159; Jewish Studies 155). INTERNATIONAL COMPARATIVE STUDIES: ICS 101F: The Muslim World. (CulAnth 126; Rel 119; Women’s Studies). ICS 121FS: Women in Arab Literature. (AALL 173S; Lit 165KS; Women’s Studies). ICS 141A: Introduction to Islamic Civilization. (Rel 146; CUlAnth 147; Hist 101G; MedRen 146A). ICS 141B: Representing the Middle East. (CulAnth 132; AALL 132; Hist 131B; Turkish 132). ICS 141E: Islamic Mysticism: Perso-Indian Traditions. (Rel 152B). HISTORY: Hist 101G: Introduction to Islamic Civilization (Rel 146; CulAnth 145; MedRen 146A; ICS 141). Hist 102G: Introduction to Islamic Civilization (Rel 147; CulAnth 148; MedRen 147A; ICS).

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Hist 131B: Representing the Middle East (CulAnth 132; AALL 132; Turkish 132; ICS 141B). Hist 141A: Identity and Cultural History: The Ottoman Context (Turkish 135/235; CulAnth 152; Rel 161F). LITERATURE: Lit 49S: Film and Visual Culture (Mottahedeh) (AALL 49S; FVD 49S). **Lit 113A: States of Exile and Accented Cinemas. (Mottahedeh). **Lit 118: Performance Traditions of the Middle East (Mottahedeh) (FVD 114; Theatre Studies 129S) Lit 120BS: Islam and Comparative World Cinema (Mottahedeh, Focus Seminar). Lit 120 BS: Love and Sexuality: Coming of Age Films from the Muslim World.(Mottahedeh, Focus Seminar). **Lit 125: Gender and Representation—The Middle East (Mottahedeh). Lit 163HS: The Middle East through Historical Literature. (Turkish 105). Lit 165S: Women in Arab Literature. (AALL 173S; ICS 121FS; Women’s Studies). **Lit 211: Theory and Practice of Literary Translation. (Goknar). **Lit 292: Film and the Foreign: Contemporary Iranian Cinema in Focus (Mottahedeh). RELIGION: Rel 119: Muslim World: Transformations and Continuities. (CulAnth 126; ICS 101F, Women’s Studies).

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**Rel 146: Introduction to Islamic Civilization. (7th – 16th centuries). (Lawrence, Moosa, or staff). (CulAnth 147; Hist 101G; MedRenStudies 146A; ICS 141A). **Rel 147: Introduction to Islamic Civilization. (17th century – present). (Lawrence, Moosa, or staff). (CulAnth 148; Hist 102G; MedRenStudies 147A; ICS 141B). Rel 152A: Islamic Mysticism: Arabic (Western) Tradition. (Moosa or staff) (AAAS 151; MedRen 153A; ICS). Rel 152B: Islamic Mysticism: Perso-Indian (Eastern) Traditions. (Lawrence or staff) (ICS 141E) Rel 161F: Identity and Culture: The Ottoman Context. (CulAnth 152; Hist 141A; Turkish 135/235). Rel 161O: Introduction to Islamic Communities in North Carolina. (AALL 178) *Rel 166S: The Qur’an Over Time (Focus Seminar). (Lawrence). Rel 166S: Fundamental Challenges: Islam, Human Rights, Terrorism (Focus Seminar). (Lawrence). Rel 1XX: Allah, Sex, and Money (Focus Seminar). (Moosa). **Rel 192S: Islamic Law and Ethics. (Moosa). **Rel 196.02S: Good Muslim, Bad Muslim: Debates in Muslim Law & Ethics. (Moosa). Rel 1XX: Introduction to Islam: From Ritual to Revolution. (Moosa). Rel 1XX: Islam in the West. (Moosa). Rel 254: Justice, Law, and Commerce in Islam. (Moosa). (AAAS 254; MedRen 254; ICS). Rel 283: Islam and Modernism. (Lawrence). (ICS). Rel 284: The Religion and History of Islam. (Lawrence). (ICS).

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**Rel 2XX: Madrasas, Maps, and Money: The Geopolitics of Islamic Knowledge. (Moosa). **Rel 2XX: Muslims in Global Contexts (Certificate Capstone Course). (Lawrence, Moosa, Islamic Studies Faculty). SLAVIC AND EURASIAN STUDIES: TURKISH Turkish 105S: The Middle East through Historical Literature (Focus seminar). (Goknar). (Lit 163 HS). Turkish 106S: Tracing Muslim Identities in Eurasia (Focus seminar). (Goknar). Turkish 120S: From Ottoman Empire to Turkish Republic: Narrative and Culture. (Goknar) (AALL 127S). Turkish 132: Representing the Middle East. (Goknar) (CulAnth 132; AALL 132; Hist 131B; ICS 141B). Turkish 135/235: Identity and Cultural History: Ottoman Contexts. (Goknar) (CulAnth 152; Rel 161F; Hist 141A). SOCIOLOGY: **Soc 191S: Gender, Labor, and Globalization. (Hovsepian). **Soc 195S: Sociology of the Middle East. (Hovsepian). Islamic Studies Certificate: Approved Elective Courses at UNC: (Note: Only home departments are listed on this list but many are cross listed in other departments). ART HISTORY: Art 154: Islamic Art: Introduction to the Art and Architecture of the Islamic Lands (8th C – 16th C). (Anderson). Art 290-002: Islamic Art. (Anderson).

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Art 450: Medieval Art in the Mediterranean World. (Anderson). Art 459: Islamic Palaces, Gardens, and Court Culture. (8th C – 16th C). (Anderson). Art 561: Islamic Art of the Medieval Maghrib. (Anderson). ASIAN STUDIES: ARAB 150: Introduction to Arab Culture. (Amer). ARAB 151: Survey of Arabic Literature. (Yaqub). ARAB 433: Arabic Literature in Translation. (Amer). ARAB 434: Modern Arabic Literature in Translation (20th C). (Yaqub). ARAB 452: Imagining Palestine. (Yaqub). ARAB 455: Arabs in America. (Amer). ASIA/INTS 451: Orientalism and Discourses on the Other. (Amer). ASIA/INTS 452: Muslim women in the France and the US. (Amer). GEOGRAPHY: Geog 109.001: Gender, Space, and Place in the Middle East. (Gokariksel). HISTORY: HIST 196: Revolution in the Modern Middle East. (Shields). HIST 537: Women in the Middle East. (Shields). HIST 538: The Middle East and the West. (Shields).

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RELIGION: REL 581: Sufism. (Safi). REL 582: Islam and Islamic Art is South Asia. (Ernst). REL 583: Religion and Culture in Iran, 1500-Present (Safi) REL 584: The Qur'an. (Ernst). SOCIOLOGY: Soc 419: Sociology of Islam. (Kurzman).

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Language Courses for Islamic Studies Certificate Language Courses at Duke ARABIC Elementary Arabic 1. Understanding, speaking, reading, and writing modern standard Arabic. (McLarney; Staff). Elementary Arabic 2. Continuation of Arabic 1. (McLarney; Staff). Arabic 35: Conversational Egyptian and Contemporary Culture. (Staff). Arabic 63: Intermediate Arabic. (McLarney; Staff). Arabic 64: Intermediate Arabic. (McLarney; Staff). Arabic 101: Duke-Administered Study Abroad: Advanced Special Topics in Arabic. Arabic 125: Advanced Arabic. (McLarney; Staff). Arabic 126: Advanced Arabic. (McLarney; Staff). Arabic 183: Topics in Arabic. (cooke). Arabic 184: Topics in Arabic. (cooke). Arabic 191: Research Independent Study. PERSIAN Persian 1: Elementary Persian. (Staff). Persian 2: Elementary Persian. (Staff). Persian 63: Intermediate Persian. (Staff). Persian 64: Intermediate Persian. (Staff).

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TURKISH Turkish 10: Accelerated Turkish Language and Culture 1. (Goknar). Turkish 11: Accelerated Turkish Language and Culture 2. (Goknar). Turkish 101S: Contemporary Turkish Composition and Reading: Screenplays and Film 1. (Goknar). Turkish 102S: Contemporary Turkish Composition and Readings: Screenplays and Film 2. (Goknar). Turkish 195: Advanced Turkish. (Goknar). Turkish 196: Advanced Turkish: Readings, Translation, Syntax. (Goknar). Languages Offered at UNC-Chapel Hill: Persian Swahili Urdu

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7. New Courses Offered in Connection with the Program:

While we anticipate that new courses will be added to the

list of approved electives as current faculty develop new

courses and as new faculty are hired or affiliate with the

program, the only new course that is being developed

specifically for the Islamic Studies certificate is the

Capstone Course.

ISLAMIC STUDIES CERTIFICATE CAPSTONE COURSE

REL 2XX: MUSLIMS IN GLOBAL CONTEXTs

Course Description

The capstone course for the Islamic Studies certificate is

intended to provide students with the opportunity to

reflect on what they have learned during their Duke

undergraduate career about the Muslim world and the

relationship of Muslims to others, especially those from

Western Europe and North America most affected by the

aftermath of 9/11 and the ongoing war on terror. The

primary goals of the course are: 1) to provide students

with an opportunity to synthesize the theories and

methodologies they have encountered in their Islamic

Studies coursework; 2) to allow students to place these

theories in relation to their own questions and concerns

that have emerged from coursework, travel and study abroad,

and contemporary world events and issues through a research

project. The assumptions of this course are that students

will have matured in their awareness of issues affecting

Muslims and their societies across the globe, from North

Africa to South-east Asia to North America, and that they

will have acquired linguistic, cultural, and analytical

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tools that can only come from working with Muslims and

living as well as studying in Muslim-majority countries.

The capstone course will require students to focus on the

content of their previous coursework as well as the

additive element they bring to classroom study. That

additive element is their own commitment to engage Islam

and Muslims in a global context shaped by recent events.

Students will be asked to consider what long-term options

make most sense for them as non-Muslims, or as Muslims with

a Western education, wanting to make a difference for their

generation in West-East, US-Islamic world relations. The

course will have a theme determined by the instructor, but

in each offering the students will be assigned texts of a

general, probing nature and then asked to relate them to a

project of their selection.

Prerequisites

Students enrolling in the Capstone Seminar are expected to

have fulfilled all other requirements of the Islamic

Studies certificate:

• One semester of Islamic Civilization (Religion 146

or Religion 147, with multiple cross-listings in

other departments)

• Four courses on the Muslim world, including at

least one social science and one religion course.

Two of the courses must be 100 level or above.

• Two years of a relevant Islamic language

• Study abroad, for a summer course program, a

regular semester, or a full year, in a majority

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Muslim country or at a university that relates to

Islamic studies from a non-US perspective.

Synopsis of Course Content5

The course will be taught by core faculty, with the

inaugural offering taught by Bruce Lawrence, the Islamic

Studies Certificate Faculty Director, and it will counts as

one of the regular offerings the core faculty.

In its inaugural offering, the course will be staged in

three parts. The first will be a review of the state of the

art in Islamic Studies, that is, what has happened at Duke

and in the RTP as well as in the United States during the

preceding year. In the second part, the class will be

divided into smaller units of 2-3 students who will have

similar but discrete projects that consider how competing

profiles of Islam—lived Islam, media Islam, and public

policy Islam—differentially shape their scholarly

perspectives and their long-term professional goals and

interests. Each small group will write a collective report

on these three profiles of Islam. In the third part of the

course, students will pursue a final research project,

based on a topic they select in consultation with the

instructor, that will integrate what they have learned

through study with their goals for the future. Based upon

their research, students will write an individual research

paper, with critical bibliography, to complete the course.

5 This synopsis represents the course as it will be offered by Bruce Lawrence. When it is taught by other faculty, the syllabus content may change, but the prerequisites and overall goals of the course will be the same.

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Required Texts

The actual syllabus, of course, will not be developed until

the course is scheduled, but it will have at least one book

from each of the competing profiles of Islam, so that lived

Islam might have Engseng Ho, The Graves of Tarim, looking

at diaspora and mobility for Muslims in the Indian Ocean;

media Islam, Edward Said, Covering Islam, critiquing the

lack of attention to Muslim ‘heroes’; and public policy

Islam, Timur Kuran, God and Mammon, reflecting on the

limits of Islamic economics in the global market of

tomorrow or Kecia Ali, Sexual Ethics and Islam: Feminist

Reflections on Qur’an, Hadith, and Jurisprudence, which

explores Islamic teaching and how it shapes and is shaped

by gender and sexuality. The course will draw students into

conversation and analysis of divergent perspectives on

Islam before they then embark on a final research project

with texture and sediment reflective of their own

experience and ambitions.

Grading

1. Class participation 20 %

2. Collective book analysis/thematic report 30 %

3. Individual, final paper 50 %

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8. Identification of Available Funding:

The undergraduate certificate in Islamic Studies will be

administered by the Duke Islamic Studies Center (DISC),

which currently has three staff members (a program

director, an accounting specialist, and a half-time

administrative secretary). These staff and the faculty

advisory committee will be responsible for keeping track of

the numbers of students enrolled in the certificate

program, advising students on course selection, and

confirming that students have fulfilled certificate

requirements prior to graduation. DISC’s operating expenses

and staff salaries are funded through Arts and Sciences,

with the exception of the program director, whose position

has been funded with outside, soft money for two years.

DISC Research Director, Ebrahim Moosa, has also received

additional grant monies that fund some DISC programming.

Thus, in its early stages there are adequate funds to

support the proposed certificate program.

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9. Relationship of Proposed Islamic Studies Certificate to

Existing Programs or Majors:

The proposed interdisciplinary Islamic Studies Certificate

relates to several existing programs and majors, especially

Asian and African Languages and Literatures, International

Comparative Studies, Religion, and Slavic and Eurasian

Studies. While it overlaps each of these other programs to

some degree, students earning an Islamic Studies

Certificate will gain an understanding of Islam as a global

historical, cultural, and religious presence that

transcends the geographic boundaries of area studies, the

disciplinary boundaries of religious studies, or the

linguistic boundaries of Arabic.

Asian and African Languages and Literatures offers an

undergraduate major and minor in Arabic, with an emphasis

on “train[ing . . . ] students to communicate with others

in a wide region extending from the Atlantic to the Gulf.”

Because Islam arose from an Arabic-speaking culture and its

central sacred text, the Qur’an, is an Arabic text, Arabic

and Islam are intertwined but not synonymous. Arabic links

Muslims together but is not exclusive to Islam, and Islam

is a global religion that extends beyond the bounds of the

Arabic-speaking world.

We anticipate that language courses, especially Arabic,

will be an important point of entry for the Islamic Studies

Certificate. Enrollment in Arabic courses has grown

steadily since 9/11, and we expect these trends to continue

as globalization will continue to increase the demand for

workers with fluency in Arabic in both the public and

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private sectors. Arabic language courses were an important

gateway into the inaugural Muslim Cultures Focus (spring

2007) for many students, and we plan to continue offering

this Focus cluster (which will be a key point of entry into

the Certificate program) on a regular basis in spring

semesters. We expect that the Islamic Studies Certificate

will be seen as a desirable complement to a major or minor

in Arabic, allowing students to place their language skills

in a broader context tailored to their specific interests

and long-term goals.

And while some students will come to the Certificate

program through Arabic language courses, we also expect

that the Certificate program will feed students into Arabic

courses as well. Some students will arrive at Duke with an

interest in studying and learning about Islam and the

Muslim world, and such students will be drawn to the

interdisciplinary nature of the Islamic Studies Certificate

and its strong humanistic and transcultural focus (which

will be enhanced by our anticipated growth in the social

sciences). But because students pursuing an Islamic Studies

Certificate must complete two years of language study in a

“Muslim” language, and given the important role that Arabic

plays in Islam and the Muslim world, we expect that many

Certificate students will elect to study Arabic.

International Comparative Studies offers majors and minors

with an area focus on the Middle East. This program, like

the proposed Islamic Studies Certificate, is

interdisciplinary and comparative. Because the Middle East

represents only a small part of the Muslim World (less than

twenty percent of the world’s Muslims live in the Middle

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East), this program does not prepare students to engage

with global Islam and its religious and cultural

expressions outside a Middle Eastern context. The ICS

offerings and the proposed Islamic Studies certificate will

be complements rather than competitors.

The minor in Turkish Studies offered through Slavic and

Eurasian Studies is another program that will be an good

complement to the proposed Islamic Studies Certificate.

Students earning a minor in Turkish Studies will fulfill

the language requirement of the Islamic Studies

Certificate, but while Turkey is an important part of the

Muslim world, it is, like the Middle East, just a small

part of global Islam, and a minor in Turkish Studies will

not expose students to the historical and cultural scope of

Islam and the Muslim world.

The final program with a strong relationship to the

proposed Islamic Studies certificate is the Department of

Religion. While most students earning a certificate in

Islamic Studies are likely to take courses on Islam through

the Department of Religion, the proposed certificate will

afford students an opportunity to develop a more expansive

knowledge of Islam and the Muslim world than a major or

minor in Religion, which stresses comparative religion and

requires students to study multiple religious traditions.

The certificate in Islamic Studies also allows students to

complement a religious studies approach to Islam with other

disciplinary perspectives, such as anthropology, history,

or sociology.

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In conclusion, while there are several existing programs

that incorporate the study of Islam and the Muslim World to

some degree, none of them focus on the transcultural nature

of Islam and its global presence or on the

interdisciplinary study of the Muslim world in the same way

as the proposed certificate in Islamic Studies.

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10. Library Support Letter for the Certificate in Islamic Studies / DISC Duke University Libraries currently provide access to a

wide variety of library resources which support the

proposed Certificate in Islamic Studies. However,

additional resources will be needed to add depth to certain

collection areas, to fill existing gaps, and to purchase

newly appearing resources pertinent to the evolving study

methodology of global Islamic cultures.

Duke University has been collecting materials in the fields

of Middle East and Islamic Studies for several decades in

both Western and regional languages. Western language

materials, especially those in English, have been

extensively acquired. The Library purchases most English

language books and journals directly relevant to Islamic

studies. The Western language monographic collection

provides ample coverage of canonical aspects of Islam, the

religion’s history and development, its philosophical and

scientific significance, as well its geographical

expansion. Philosophical and historical studies are well

represented, as are works on political Islam and its

movements. Other areas such as art, music, women’s and

gender studies, ethics, sociology, and media have been

covered well. Available core reference works include titles

like Encyclopaedia of Islam Online, Historical Atlas of

Islam, Encyclopedia of the Modern Middle East & North

Africa, or Encyclopaedia of Women and Islamic Cultures. To

access journal literature, the Library provides online

access to Index Islamicus and Middle Eastern & Central

Asian Studies (MECAS). In addition to these specialized

databases, Duke subscribes to a wide range of electronic

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databases which include a vast array of materials covering

the culture, history, and politics of Islam in the Middle

East and beyond. These resources include, but are not

limited to: Lexis/Nexis Academic, Historical Abstracts,

Public Affairs International Service (PAIS), Anthropology

Plus, ATLA Religion Database.

Duke has been steadily building collections in Arabic,

Persian, and Turkish. Non-Western foreign language

materials on Islamic studies, housed in the Divinity

Library, include exegetical literature (tafsîr),

collections of hadîth and related commentaries, works on

Islamic jurisprudence (fiqh) as well as collections of

fatwas, and more general works on Islam. Duke participates

in the Library of Congress acquisition programs for India

(includes Bangladesh, Sri Lanka and Nepal), Pakistan and

Afghanistan, and has built collections of over 250,000

volumes which include numerous works (both in English and

regional vernaculars) in the field of Islamic studies. More

recently, materials on Southeast Asia have been purchased.

The librarian for Slavic, Eurasian, and East European

studies acquires the growing number of materials related to

Islam in the Russian Federation and the succcessor states

of the Soviet Union, particularly Central Asia and

Transcaucasia. Arabic, Persian, or Urdu materials in

Islamic studies are housed in the Divinity Library. Perkins

Library holds a strong collection of Arabic literature

ranging from classical works to contemporary authors’ works

from all regions of the Arab world. Perkins also houses a

substantial number of works in regional vernaculars in the

fields of history and sociology.

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The International & Area Studies reading room offers

support for Islamic language studies. Available

dictionaries and encyclopaedias include, but are not

limited to, Arabic, Persian, Pashto, Russian, Turkish,

Urdu, Malay, and Bahasa Indonesia.

Serial and newspaper subscriptions include major English

language titles. We acquire only a small number of

vernacular serials and journals. Our serial holdings

include approximately 130 titles on Islam. Roughly half of

them are located in the Divinity Library. There are about

15 serial titles in Arabic. Only very few serials in

Turkish and Persian are currently available. Duke’s

collections include a number of microform sets of

historical newspapers with relevance to Islamic studies:

al-Ahram 1973-present, al-Jami’ah al-Arabiyah 1927-1935,

The Dawn - al-Fajr 1980-1993, al-Sha’b 1979-1981, al-Da’wah

1976-1981, al-I’tisam 1978-1981, al-Tawhid 1973-1981, al-

Tasawwuf al-Islami 1979-1982. We subscribe to an Arabic

full-text database (Multidata Online) which covers major

Arabic language dailies from various countries in the

region. In addition, the Library subscribes to EastView's

Universal Database of Statistics, which includes a long

list of electronic publications on the Commonwealth of

Independent States, including the states of Central Asia,

Transcaucasia, and Eurasia more generally.

As a member of the Center for Research Libraries’ Middle

East Microform Project (MEMP), Duke Libraries have ready

access to microform copies of unique, scarce, rare and

unusually bulky and expensive research material pertaining

to the field of Middle Eastern studies. The geographic

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coverage of MEMP includes materials from or on the Arab

countries, Israel, Turkey, Iran, Afghanistan, Central Asia

and other related areas not covered in other cooperative

microform projects.

Duke's Middle East film/video collection has grown

considerably and has come to represent an important

component of Middle East resources in the Triangle area.

Including both feature and documentary films, the

collection’s geographical coverage includes the following

countries: Afghanistan, Algeria, Armenia, Egypt, Iran,

Iraq, Israel, Jordan, Kuwait, Lebanon, Libya , Malta,

Morocco, Oman, Palestine, Qatar, Saudi Arabia, Syria,

Tunisia, Turkey, Yemen. There are about 80 films in the

collection which cover an aspect of Islam. More recently,

the Library also added several films from Kazakhstan, many

of which are in Russian.

In order to fully support the comparative approach and the

in-depth research project requirement proposed in the

Islamic Studies Certificate program description, the

Library will have to enhance its collection with some

retrospective purchases, and, over time, increase its

acquisitions in a series of areas. Badly needed are serial

and monographic publications from majority Muslim countries

such as Indonesia and Malaysia, as well as from North and

Sub-Saharan Africa (serial publications are also urgently

needed from Middle Eastern countries). Besides scholarly

content, the Library should make an effort to purchase

content which documents popular culture and the everyday in

Muslim societies worldwide. Moreover, collecting should

focus on Muslim diasporas in North and South America, as

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well as on diasporas in Central Asia, Eurasia, and European

countries. A serious attempt should be made to acquire

primary source material, either in the form of original

archival collections or in microform format. Since there

are currently no resources in this area that could be

cancelled to free up funding, approximately $20,000 per

year of new funding would be required to start to fill

these lacunae. In addition, if an increased volume of

material in this area is to be acquired on a regular basis,

care should be taken to provide appropriate staffing to

process and catalogue acquired materials in a timely and

practical manner.

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11. APPENDIX 1: Faculty Agreement to Participate6 The text that follows has been copied from e-mail correspondence with the faculty members listed. DUKE FACULTY: 1. miriam cooke, AALL (Arabic): Dear Kelly, I respond in caps in the text. miriam I'm preparing our undergrad. Islamic Studies Certificate application (which has to be done by January and then goes through a series of committees to get approval). The application is pretty detailed and requires lots of written documentation to support it. I'll need the following from each of you: 1. Your official faculty title 6 All faculty listed in this appendix received an e-mail requesting their agreement to participate and a three-year projection of courses. The e-mails requests followed the format below: The Duke Islamic Studies Center is in the process of preparing a proposal for an undergraduate certificate in Islamic Studies. Like all certificates, ours will require students to take six courses from a selection of approved Islamic Studies courses. In addition, we're requiring two years of a Muslim language (Arabic, Persian, Turkish, Urdu, or other languages by appeal with an academic reason), and a study abroad experience. We would like to include you as one of our participating faculty. I've attached a copy of the draft statement of rationale and proposed text for the undergraduate bulletin to this e-mail. These two documents give a fairly comprehensive description of the proposed certificate. I've also pasted below a copy of the courses you teach that we would like to list as approved electives. Please review this list and add any courses you'll be teaching that are not on this list. The required elements of the proposal are very specific, and we need two things from you: 1. a statement from you that you are willing to participate in the program and have your courses listed on the approved list and your full academic title. 2. a semester-by-semester projection of courses you'll be teaching for the following semesters: spring/fall 2007; spring/fall 2008; spring/fall 2009. We're on a very tight schedule, and if possible we'll need this information by mid-January. If you have any questions or would like additional information, please feel free to contact me by e-mail or phone (668-2143). Thank you, Kelly Jarrett

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PROFESSOR OF ARAB CULTURE and a written confirmation that you are willing to participate in the certificate program (i.e., that you agree that your courses will count toward the certificate. I LOOK FORWARD TO PARTICIPATING IN THE ISLAMIC STUDIES CERTIFICATE AND I AGREE THAT ANY RELEVANT COURSES I TEACH COUNT TOWARD THE CERTIFICATE 2. Katherine Ewing, Cultural Anthropology (on leave Sp 2007). I am very willing to participate in the Islamic Studies Undergraduate Certificate program and agree to have my courses listed in the program. My full title is Associate Professor of Cultural Anthropology and Religion. Katherine Ewing 4. Jehanne Gheith, Slavic and Eurasian Studies. ello Kelly: I am planning to help teach this course but have not yet. If that works for your paperwork, then I can confirm my participation. Best, Jehanne --On January 19, 2007 2:43:48 PM -0500 "Kelly Jarrett, DISC" <[email protected]> wrote: Dear Jehanne: We're listing Turk 138 (Russia, Turkey & The Cultures of Eurasia), which you teach, as one of our approved courses for our Islamic Studies certificate and would like to include you are a participating faculty. In order to do this, I need written confirmation from you that you are willing to have your course included and be so listed. 4. Erdag Goknar, Slavic and Eurasian Studies (Turkish): subject: CV, etc. Date: Mon, 18 Dec 2006 16:16:30 -0500 From: [email protected] To: Kelly Jarrett <[email protected]> Hi Kelly,

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Attached is my CV. I would like to be listed as a DISC affiliate faculty member. What else to you need from me? eg 5. Mary Hovsepian, Sociology Dear Bruce and Kelly: Sorry Bruce I missed your call. Yes, email is a better medium for contacting me. I would very much like to be included as a participating faculty in the DISC program and to have the classes I teach cross listed with DISC. 6. Claudia Koonz, History Dear Kelly, Even Fridays are a madhouse here. Yes, I plan to develop a new course on the interactions between Muslims and Europeans -- beginning with the expulsions of Muslims as the Ottoman Empire declined and continuing through current post 9/11 events. When that course actually gets launched, I would be pleased to have it count toward the certificate. Claudia Koonz 7. Bruce Kuniholm, Public Policy Sure. Bruce R. Kuniholm Director, Sanford Institute of Public PolicyChair, Department of Public Policy Professor of Public Policy and History Room 124 Sanford Institute of Public Policy Duke University Durham, N.C. 27708-0239 Tel. 919-613-7309 Fax 919-613-7403

To [email protected] cc

Subject Undergraduate Certificate in Islamic Studies

Kelly Jarrett <kjj1@ uke.edu> d12/19/2006 04:51 PM Dear Bruce Kuniholm: I am the new program director of the Duke Islamic Studies Center. We are in the process of putting together a proposal to establish an undergraduate certificate in Islamic Studies. . . . . We would very much like to include your course on US Foreign Policy in

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the Middle East (Hist 269S/PublPol257S) in our list of approved courses for the certificate. In order to do so, we need written confirmation that you are willing to participate in the program and have your course count toward the certificate. If you're amenable to this, a simple e-mail will suffice. If you teach other classes that include significant content on Islam or the Muslim world, please feel free to suggest them as well. If you have questions or would like more information, please feel free to contact me by email or phone (668-2143). Thank you in advance, Dr. Kelly Jarrett

8. Mbaye Lo, AALL (Arabic):

Dear Kelly: The answer is yes. I will get back to you with any related details this evening. I was facing a deadline on a proposal, that is why i have not worked on you questions yet, but i am in. Thanks, Mbaye, Quoting "Kelly Jarrett, DISC" <[email protected]>: Dear Mbaye: I need you to reply to my request and affirm that you are willing to participate in the Islamic Studies Certificate and have your courses count toward the certificate. Thanks,

9. Ellen McLarney, AALL (Arabic): Dear Kelly, My course schedule is a very tentative projection. I hope this helps. Let me know if you need any further information. Thanks, Ellen The required elements of the proposal are very specific, and we need two things from you: 1. a statement from you that you are willing to participate in the program and have your courses listed on the approved list and your full academic title.

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Yes, I'm willing to participate. Ellen McLarney Assistant Professor Asian and African Languages and Literature 10. Negar Mottahedeh, Literature -------- Original Message -------- Subject: List of courses you teach for Certificate proposal Date: Thu, 04 Jan 2007 12:36:26 -0500 From: Kelly Jarrett <[email protected]> To: Negar Mottahedeh <[email protected]> Hi Kelly: I am delighted to have my courses included in the certificate. Hope this works. yours, negar 11. Rebecca Stein, Cultural Anthropology Kelly, Apologies for my delayed response. I am on leave, and checking email less regularly. I am happy to have my courses included. My full academic title is Assistant Professor of Cultural Anthropology and Women's Studies. Unfortunately, I can't give you a semester projection at this point, as we have not decided this as a department, but I can say that I will be teaching the following 2 with regularity: CulAnth 155: Palestine, Israel, Arab-Israeli Conflict. (Stein). (AALL 159; Jewish Studies 155). AND CulAnth 132: Representing the Middle East. (Goknar and Stein) (AALL 132; Hist 131B; Turkish 132; ICS 141B). UNC-CHAPEL HILL FACULTY: 1. Sahar Amer, Asian Studies (Arabic) Kelly: I teach 2 of the courses listed below (ARAB 150 which will be taught both in the second summer session 2007 and Fall 2007, and every fall semester thereafter) and ASIA 455

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(Arabs in America) which I am teaching this Spring 07 and every other year thereafter in the Spring (most likely). I would say that both these classes have about 1/3 Islam content, and at least 75% Muslim world. So yes, please do add them. I was thinking Islam more than the Muslim world. The Arab 433 is taught by my colleague Nadia Yaqub whom I am cc-ing here. She can better speak about the content of her course. thanks, sahar On 1/10/07, Kelly Jarrett <[email protected]> wrote: Sahar: I've been looking at the UNC course list for the Concentration in Arab Cultures and I see a couple of others listed that might also fit the bill (i.e. have a 50% or more focus on Islam or the Muslim world--which is a bit broader). I'm wondering if any of the following might also be appropriate and, if so, when they might be offered: ARAB 150: Into to Arab Culture. ARAB 433: Arabic Literature in Translation. ASIA 455: Arabs in America. Kelly: If you are seeking courses that I teach which has a specifically Islamic focus, then only one is appropriate and that is ASIA/INTS 452 ("Muslim women in the France and the US"). I am not sure though when I will teach it next though, not until Spring 2009 most likely. The one course I teach regularly and that may be of interest is ASIA/INTS 451 ("Orientalism and Discourses on the Other") in which we focus entirely on representations of the Middle East and of Islam in Western discourses. It will be taught in Spring 2008. I think this class on orientalism is an important perspective for anyone learning about Islam and the Middle East, even though it is not a course on Islam per se. So I will need to let you decide on whether this suits the goals of the program and the certificate. I can probably look for an older copy of the syllabus to send you if you want to look into this further. If you think these are appropriate, then indeed I would be glad to be listed as "participating faculty". Just let me know. Thanks, sahar 2. Glaire Anderson, Department of Art

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Dear Kelly, Great to speak with you this morning. I look forward to being part of this program; my courses focus on Islamic material so there should be no problem there. I give my information and tentative teaching schedule below (there's one I'm currently proposing that would be of interest, Art 561 on the medieval Maghrib). with warm wishes, Glaire 1. Your official title & department Assistant Professor of Art History, Department of Art 3. Carl Ernst, Department of Religious Studies Dear Kelly, my apologies for not getting to this earlier, but it hit me just before Christmas and then you can guess what happened. Let me address the items in sequence. 1. I am willing to participate in this program and I am certifying that these courses are at least 50% Islam/Muslim world content, so please list me as a participating UNC faculty member. 2. We can make a reasonable guess that these courses will be taught on a regular basis over the next three years. I believe that Omid has developed a new course, but I will let him address that; I don't have the exact title and number. You should put Reli 181 under the name of Safi for now. Yes, 180 and 181 would appear to be more or less equivalent of the Duke Islamic civilization sequence. Reli 582 is currently entitled just "Islam in South Asia" Yes, Curtis and Phukan are no longer at UNC. As far as I know, the other courses in different departments that you have listed are correct and should be offered on a regular basis. Obviously there will be exceptions, but this is a reasonable list to offer to your academic program committees. I hope that will work! I'm off to the Gulf myself on Friday, back the week of January 22.

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Good luck -- Carl 4. Banu Gokariksel, Department of Geography Hi Kelly, Yes, do add that course of mine to the certificate-approved list. The course's number and title have changed (although I'm not sure if the name change has gone through yet). It's now Geog 447: Gender in the Middle East . I'll teach this course in Fall 2007. I'll teach it again either in Fall 2008 or in Spring 2009 --I just don't know yet. Banu Dr. Banu Gokariksel Department of Geography University of North Carolina, Chapel Hill 25599-3220 5. Charles Kurzman, Sociology Kelly Jarrett wrote: Charlie: Thanks so much for doing this so quickly. I think your letter will be fine--odd course numbers though. Is there a logic to the changes or are they just a random bureaucratic thing? Kelly Charles Kurzman wrote: Hi Kelly, I'm happy to participate. Please tell me if the attached letter works for you, or if you'd like edits (or a signed hard copy). Please note that the course numbers have just changed here at UNC, so the course will not be SOCI 119 when it is next offered. Cheers, - Charlie 6. Omid Safi, Department of Religious Studies

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dear Kelly, let me quote carl's statement for me too! 1. I am willing to participate in this program and I am certifying that these courses are at least 50% Islam/Muslim world content, so please list me as a participating UNC faculty member. omid 7. Sarah Shields, Department of History Hi Kelly. All of the courses I teach focus on countries with significant Muslim populations. But they are not Islamic Studies courses, any more than my colleagues who teach US history are teaching Christian Studies. Knowing that, you are free to list any courses you like as electives. I am on leave until January 2008. I do not know what courses I will be teaching then. The primary listings are in History; Asian Studies gets fewer seats allocated, so listing the courses by their History numbers would probably be helpful. Best wishes, Sarah Shields 8. Nadia Yaqub, Asian Studies Hi Kelly, All of my content courses deal specifically with the Arab World, and so are definitely far more than 50% in the Muslim World. However, I do not emphasize Islam in any of my courses. For example, in ARAB 151, we will read a little Quran at the beginning of the class, but the overwhelming majority of texts will be secular in nature. In ARAB 434, we do not read any religious texts, but since all these texts are written within the context of Muslim societies, Islam does come up. Islam is treated as one of a number of factors affecting and interacting with literature and other cultural texts that I teach, but it is only one among many. I would say, then, that my courses are 100% in the Muslim World broadly conceived in that they explore texts created within a Muslim context, but we spend a small fraction of the time (perhaps 15%) of the time discussing Islam. I'd be more than happy to have my courses included in the certificate if you decide they are appropriate. I have also created a new course, to be taught for the first time in fall 2007, on Arab Film (ARAB 453 Film, Nation, and Identity in the Arab World) which

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might interest you. ARAB 151 will be offered in spring 2008. I have not yet discussed course projections beyond spring 2008 with Sahar, but will definitely teach either ARAB 434 or ARAB 452 that year--most likely ARAB 452. My other content course that year will be a new freshman seminar linguistics course (ASIA 50 Real World Arabic), but I don't think those seminars are open to Duke students. I hope this is helpful! Best, Nadia Nadia Yaqub

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Appendix 2: Study Abroad Letter of Support

March 1, 2007 Arts and Sciences Curriculum Committee Attn: Dr. Al Crumbliss, Chair Dear Al, I'm writing this letter to support the Duke Islamic Studies Center proposal to establish an undergraduate certificate in Islamic Studies that will require a study abroad experience. I’ve read the questions the Curriculum Committee asked about the requirement as well as the response Dr. Kelly Jarrett submitted on behalf of the Center in response to those questions, including the concerns about study abroad requirement. I believe Kelly has provided a compelling rationale for the inclusion of the study abroad requirement, as well as addressed the questions you raised regarding availability of programs, safety issues and gender issues, and I endorse her rationale. Kelly provided a fairly complete list of appropriate Duke-approved study abroad programs in her response to committee. In addition to the programs she identified, discussion is underway to consider adding a semester long study abroad program in Turkey (in addition to the current summer program). Turkey is a majority-Muslim country and would be an appropriate choice for Islamic Studies Certificate students. If students find programs in majority-Muslim countries that meet their academic needs and are not currently on our approved list, they can petition to have them approved. As you know, petitioning program approval is a standard process that generally meets with success, provided the academic rationale for selecting the program is sufficient. Given growing enrollments in Arabic and Islamic Studies courses at Duke and other universities, I anticipate that universities will develop new programs in majority-Muslim countries and it is likely that some Duke students will be interested in those programs and petition to have them approved through the Study Abroad Committee. In terms of the safety and gender concerns the Committee raised, we would follow the same standards for evaluating safety and risk in these programs as in other programs. In terms of gender, while there might be culture-specific gender norms and relations in majority-Muslim countries, learning about such differences is one of the underlying rationales for study abroad programs, which exist to enable students to have cross-cultural living experiences. The understanding and experience gained through living and studying in a majority-Muslim country would be especially relevant to female students pursuing the Islamic Studies certificate. I see this proposal as setting a precedent other certificates and majors could follow. I've been at other institutions where certain majors required a study abroad experience (foreign languages, international studies, international business) and found such a

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requirement to be an enhancement of the major and essential in the development of a graduate with a solid foundation in the major area. While a certificate program is different from a major, the same justification applies. I understand the rationale Kelly outlined of seeking approval for the certificate with the more rigorous requirement included. We will need to assess how students respond to it. I do not anticipate that it will be a deterrent. To the contrary, I think it might actually attract students when they know they will have to study abroad as part of their curriculum requirement. On a related note, for the past two years, Bob Thompson, I and my staff have been pursuing a curriculum integration initiative, trying to shift the culture of study abroad back to focusing on how relevant the study abroad experience is in an undergraduate academic plan. Integrating a study abroad experience into a curricular requirement would be a tremendous move forward in these curriculum integration efforts. The study abroad requirement for those pursuing a certificate in Islamic Studies will ensure that those graduating with the certificate will have done more than just read about the culture they are studying, or listened to lectures, or viewed videos. They will have experienced it, which will provide them with a deeper, more meaningful understanding of the culture they have studied. Students who do not want to meet the study abroad requirement may pursue their interest in Islamic Studies through other venues, since there are majors and certificates in language, religion, literature, or comparative international studies that do not require students to study abroad. Please feel free to contact me if you have further questions, or need something more specific for an endorsement of this proposal. Regards, Margaret Riley

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Duke University

DURHAM NORTH CAROLINA

27708-0346 DEPARTMENT OF CHEMISTRY

PAUL M. GROSS CHEMICAL LABORATORY BOX 90346

TELEPHONE: (919) 660-1540 FAX: (919) 660-1605

e-mail: [email protected]

February 27, 2007

Dr. Bruce Lawrence Director, DISC

Dr. Kelly Jarrett Program Director, DISC RE: Proposal for Certificate Program in Islamic Studies Dear Drs. Lawrence and Jarrett: I am writing on behalf of the A & S Curriculum Committee in response to your January 22, 2007 proposal for a Certificate Program in Islamic Studies as amplified in your letter of February 23, 2007. We are pleased to inform you that we will recommend to the Executive Committee of the Arts and Sciences Council that the Certificate Program in Islamic Studies be approved. Accordingly, I ask that you send me an electronic final copy of your proposal that includes the modifications described in your letter of February 23 and a letter of support from Dean Margaret Riley. Upon receipt of these documents, I will present your certificate program and our recommendation for approval to the Executive Committee of the Arts and Sciences Council. You will not need to be present for this presentation. However, assuming approval by the Executive Committee, I will present your proposal to the full Council for a vote and approval. At that time I would like for you to be present to respond to any questions from members. Congratulations for your efforts to devise a new certificate program that the Curriculum Committee views as an excellent curricular enhancement for our undergraduates. We look forward to receiving a final copy of your proposal. Congratulations and best wishes, Al A. L. Crumbliss Chair, Arts & Sciences Curriculum Committee CC: Curriculum Committee members

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January 24, 2007 Alvin Crumbliss, Chair Curriculum Committee 101 Gross Chemical Lab Box 90346 Dear Al, I am pleased to write in support of the proposed Islamic Studies Certificate program. I think this proposal is timely in making available to our undergraduates a coherent course of study of Islam and the Muslim world. Moreover, this certificate adopts a new paradigm of investigating Islamic civilizations through the rubric of Muslim networks that transcend the typical geographic, linguistic, and social cultural disciplinary boundaries of other approaches and programs. Furthermore, the structure of the program specifically advocates interactions between and among humanistic and social scientific perspectives on Islam and the Muslim world. This Islamic Studies certificate program also is in direct alignment with institutional priorities as reflected in our new strategic plan “Making a Difference”. More specifically, we are in the process of establishing an Islamic Studies Center to organize faculty interest across a number of departments and also to serve as a magnet to attract additional Islamic studies scholars. Thus, I am particularly grateful of our faculty leadership in developing undergraduate curricular experiences, a Focus Program as well as this proposed certificate program, that address this emerging area of institutional commitment. This certificate attends to the interface with other programs of study and how it compliments programs in languages, religion, and International Comparative Studies. I especially appreciate the rigor of this certificate program in requiring two years of study in an Islamic language and study abroad in a Muslim majority country. This degree of integration of disciplinary perspectives, language skills, and experiential learning is exemplary. Finally, as an institutional priority, the necessary funding to implement and sustain this Islamic Studies certificate program has been committed. I appreciate your consideration of this proposed Islamic Studies Certificate.

Sincerely, Robert J. Thompson, Jr., Ph.D. Dean of Trinity College of Arts & Sciences Vice Provost for Undergraduate Education

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Duke University Durham

North Carolina 27708-0719

Department of History Box 90719 226 Carr Building Tel.: (919) 684-3014 Fax: (919) 681-7670

January 23, 2007

Dr. Kelly Jarrett, Program Director Duke Islamic Studies Center 111 Franklin Center, Box 90402 2204 Erwin Road Durham, NC 27708 Dear Kelly, The History Department strongly endorses the idea of a certificate in Islamic Studies. Having read over and discussed your proposal the officers of the department are impressed with the scope and range of the program. In addition, the justification for the certificate is well thought through. Of course, with the required language courses and the study abroad requirement, the proposed certificate program is quite different from a number of others in the college. It is difficult to weigh the advantages of rigor and completeness against the disadvantage of shutting many students out who cannot find a place in their schedule for the full range of requirements.

But we leave the appreciation of these difficult questions to others, and here simply express our very strong support. Sincerely,

Thomas Robisheaux, Associate Professor and Director of Undergraduate Studies