Beyond Transformative Learning in African-American Adult Education: Religion, Health, and Permeated Learning as a New Model of Adult Learning, 1st Edition (Hardback) book cover

Beyond Transformative Learning in African-American Adult Education

Religion, Health, and Permeated Learning as a New Model of Adult Learning, 1st Edition

By Gerald D. Redwine

Routledge

192 pages | 21 B/W Illus.

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Hardback: 9780367345389
pub: 2019-12-05
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Description

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 type 2 Diabetes Mellitus (T2DM), this volume considers how individuals’ educational background, their personal experiences, and their relationship with African-American theism, have impacted 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 post graduate students, researchers, academics and policy makers in the field of adult education, African-American education, Transformative Learning, Lifelong learning, and Multicultural Education.

Table of Contents

INTRODUCTION

PART 1: LAYING THE FOUNDATION

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

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

CHAPTER 3: Afro-Theism: Subcultural Results

CHAPTER 4: The COGIC Significant Subculture

PART 2: RESEARCH APPROACH

CHAPTER 5: So, what is the Problem?

CHAPTER 6: Purpose and Questions

CHAPTER 7: Qualitative Research: Grounded Theory

PART 3: BACKGROUND AND METHODOLOGY

CHAPTER 8: Researcher’s Perspective

CHAPTER 9: Theoretical Framework

PART 4: DATA COLLECTION AND ANALYSIS

CHAPTER 10: Interviews

CHAPTER 11: Search For Symbols

CHAPTER 12: Data Analysis

PART 5 EMERGING THEORY

CHAPTER 13:Emergent Categories: Fear and Ancestral Mentors

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

CHAPTER 15: Anatomy of Substantive Living

CHAPTER 16: Substantive Living

PART 6: THE THEORY: PERMEATED LEARNING EMERGENCE

CHAPTER 17: Key Finding

CHAPTER 18: Permeated Learning

CHAPTER 19: Permeated Learning – Implications and Recommendations

CHAPTER 20: Permeated Learning – Past to Present

CHAPTER 21: Gaps Bridged: Permeated Learning Theory Applied

REFERENCES

About the Author

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

About the Series

Routledge Research in Lifelong Learning and Adult Education

This series presents the works of established and emerging scholars on the latest research and practices in the field of Lifelong Learning and Adult Education.

 

Please send inquiries or proposals for this series to one of the following:

Will Bateman: [email protected] – Editor, UK and Rest of World

Elsbeth Wright: [email protected] – Editor, North & South America

Vilija Stephens: [email protected] – Editor, Australia & New Zealand

Katie Peace: [email protected] – Publisher, Asia

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU002000
EDUCATION / Adult & Continuing Education