The moving landscapes of learning disability

Murray, Victoria Louise (2018) The moving landscapes of learning disability. PhD thesis, University of Glasgow.

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Printed Thesis Information: https://eleanor.lib.gla.ac.uk/record=b3300249

Abstract

Most adults are able to take some control over where they live and are able to reflect on their migration histories, those places where they have lived and worked, and those places where they might aspire to live in the future. These life altering decisions have been negotiated either autonomously or in conjunction with significant others in their lives. For some adults, most notably those with learning disabilities, these life decisions are partially, if not wholly, made for them by others. It is therefore the aim of this thesis to uncover more about the decision-making opportunities afforded to people with learning disabilities regarding their home-spaces as they navigate ‘moving landscapes’ which they have perhaps not envisaged for themselves. Through the themes of decision-making, movement and belonging, this thesis works towards an up-close and in-depth study of residential spaces for people with learning disabilities as they traverse landscapes not always suited to their physical, mental and political needs.

Item Type: Thesis (PhD)
Qualification Level: Doctoral
Keywords: Learning disability, health geography, disability geographies, residential mobility, co-production.
Subjects: G Geography. Anthropology. Recreation > G Geography (General)
Colleges/Schools: College of Medical Veterinary and Life Sciences > Institute of Health and Wellbeing > Mental Health and Wellbeing
College of Science and Engineering > School of Geographical and Earth Sciences > Earth Sciences
Supervisor's Name: Cooper, Professor Sally-Ann and Philo, Professor Christopher
Date of Award: 2018
Depositing User: Dr Victoria L Murray
Unique ID: glathesis:2018-8709
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 09 Feb 2018 14:17
Last Modified: 15 Mar 2018 13:08
URI: http://theses.gla.ac.uk/id/eprint/8709

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