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. (Contains 2 notes.)