192 pages | 21 B/W Illus.
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.
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
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