The Experiences of People with Learning Difficulties Living in a Rural Area

This thesis concerns the intersections between rurality, disability and community. Using inclusive research approaches in conjunction with a Critical Disability Studies perspective, the research explored the lived experiences of a small group of adults who identify as having learning difficulties. These four, Natasha, Stuart, John and Mark, worked with me as co-researchers, helping me to develop the themes and focus of the research, whilst acting as ‘insider’ guides to their local areas.

The research methods needed to be accessible to the co-researchers and capture the spatial aspects of their local environments. The methods also had to address the challenges of geographical distance, demands on the co-researchers’ time and the time sensitive nature of the project. To meet these needs and challenges, a flexible and creative approach using mobile methods, specifically themed research ‘trips’ was developed. The data was then analysed using thematic analysis. Whilst there was some co-analysis, the final analysis of the data is my own. Although the research was overtly about disability and rurality, it was set in the context of the 2010-2015 Coalition government and increasing welfare cuts. It illustrates how communities support people and give a sense of belonging in such a context.

I suggest that communities ideally function as communities if they are stable, because stable communities have the depth of kith and kinship that help create organic, rhizomatic networks of support. I argue that demand for a cheap, flexible and crucially, mobile, workforce undermines communities and diminishes interpersonal connections.