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
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
11 Search for Symbols
12 Data Analysis
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
Gerald D. Redwine is Associate Professor of Clinical Laboratory Science at Texas State University, USA.