What is life like for women with learning disabilities detained in a secure unit? This book presents a unique ethnographic study conducted in a contemporary institution in England.
Rebecca Fish takes an interdisciplinary approach, drawing on both the social model of disability and intersectional feminist methodology, to explore the reasons why the women were placed in the unit, as well their experiences of day-to-day life as played out through relationships with staff and other residents. She raises important questions about the purpose of such units and the services they offer.
Through making the women’s voices heard, this book presents their experiences and unique perspectives on topics such as seclusion, restraint, and resistance. Exploring how the ever present power disparity works to regulate women’s behaviour, the book shows how institutional responses replicate women’s bad experiences from the past, and how women’s responses are seen as pathological. It demonstrates that women are not passive recipients of care, but shape their own identity and futures, sometimes by resisting the norms expected of them (within allowed limits) and sometimes by transgressing the rules. These insights thus challenge traditional institutional accounts of gender, learning disability and deviance and highlight areas for reform in policy, practice, methodology, and social theory.
This ground-breaking book will be of interest to scholars, students, policymakers and advocates working in the fields of learning disability and disability studies more widely, gender studies and sociology.
Chapter 1: One Year, One Unit
Chapter 2: Learning Disabled Women in Secure Services
Chapter 3: Life on the Unit
Chapter 4: Relationships on the Locked Ward
Chapter 5: Difficult Women?
Chapter 6: Moving On: Progression Through Services
Chapter 7: Intersections – Making Conclusions
Disability studies has made great strides in exploring power and the body. This series extends the interdisciplinary dialogue between disability studies and other fields by asking how disability studies can influence a particular field. It will show how a deep engagement with disability studies changes our understanding of the following fields: sociology, literary studies, gender studies, bioethics, social work, law, education, or history. This ground-breaking series identifies both the practical and theoretical implications of such an interdisciplinary dialogue and challenges people in disability studies as well as other disciplinary fields to critically reflect on their professional praxis in terms of theory, practice, and methods.
Series editor: Mark Sherry, The University of Toledo, USA