1st Edition

Beyond Transformative Learning in African-American Adult Education Religion, Health, and Permeated Learning as a New Model of Adult Learning

By Gerald D. Redwine Copyright 2020
    186 Pages 21 B/W Illustrations
    by Routledge

    186 Pages 21 B/W Illustrations
    by Routledge

    By exploring how the religious beliefs, scientific knowledge, and social surroundings of African-American sufferers of type 2 diabetes mellitus (T2DM) impacts their understanding of the condition, this book develops a new model of effective adult learning.

    Presenting the findings of rigorous qualitative research undertaken with five individuals with T2DM, this volume considers how individuals’ educational background, their personal experiences, and their relationship with African-American theism have impacted on their efforts to understand and manage the disease. Identification of the social and spiritual dynamics which govern adults’ acceptance of a chronic condition such as diabetes, and their ability to manage the illness according to modern medical principles, informs the development of a new theory of adult learning known as permeated learning. This model, which extends beyond transformative learning to recognize the influence of social constructs specific to African-American communities, will have broad application to adult education and the management of chronic diseases.

    This scholarly text will be of great interest to graduate and postgraduate students, researchers, academics, and policymakers in the field of adult education, African-American education, transformative learning, lifelong learning, and multicultural education.

    List of Figures

    List of Tables



    PART 1

    Laying the Foundation

    1 Mothers, the Martyr’s Response, and Afro-Theism

    2 The Participants and the Church of God in Christ (COGIC) Subculture

    3 Afro-Theism: Subcultural Results

    4 The COGIC Significant Subculture

    PART 2

    Research Approach

    5 So, What Is the Problem?

    6 Purpose and Questions

    7 Qualitative Research: Grounded Theory

    PART 3

    Background and Methodology

    8 Researcher’s Perspective

    9 Theoretical Framework

    PART 4

    Data Collection and Analysis

    10 Interviews

    11 Search for Symbols

    12 Data Analysis

    PART 5

    Emerging Theory

    13 Emergent Categories: Fear and Ancestral Mentors

    14 Emergent Categories: Fix, Fatalism, Faith, Frustration, and Authoritarian Mentors

    15 Anatomy of Substantive Living

    16 Substantive Living

    PART 6

    The Theory: Emerge of Permeated Learning

    17 Key Finding

    18 Permeated Learning

    19 Permeated Learning: Implications and Recommendations

    20 Permeated Learning: Past to Present

    21 Gaps Bridged: Permeated Learning Theory Applied



    Gerald D. Redwine is Associate Professor of Clinical Laboratory Science at Texas State University, USA.