Looking at lived experiences of self-advocacy through gendered eyes:: becoming femme fatale with/out 'learning difficulties'

In this article, we attempt to intersect the interdisciplinary characters of disability studies and gender studies, in order to make sense of the activism and lived knowledge of/with two women with the label of 'learning difficulties'. Inspired by Deleuze and Guattari's anti-essentialist notion of devenirs-particules, we find our multiple selves involved in cross-cutting relational storytelling, as such destabilising essentialist, biological determinism towards women with/out the label of 'learning difficulties'. Thus in becoming femme(s) fatale(s), we make the most of a science capable of grasping the continual interplay between agency, structure and context, creating a 'becoming space' where we, as activists with our academic allies, can think and act with one another.