1st Edition

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

ISBN 9780367345389
Published November 14, 2019 by Routledge
186 Pages 21 B/W Illustrations

USD $160.00

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Book 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 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.

Table of Contents

List of Figures

List of Tables




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


Research Approach

5 So, What Is the Problem?

6 Purpose and Questions

7 Qualitative Research: Grounded Theory


Background and Methodology

8 Researcher’s Perspective

9 Theoretical Framework


Data Collection and Analysis

10 Interviews

11 Search for Symbols

12 Data Analysis


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


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


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