This monograph looks at experiences of communities with spatial planning and applies those empirics to an underexplored area of participatory theory. While issues of power and communication have been well examined this work rests on the argument that the associated production of knowledge needs to be better understood. Theories of engagement draw on issues of ‘voice’ and the means to achieving deeper democracy. Similarly, participatory planning theories frame the debate in terms of communicative processes or competing rationalities. Within that body of work, however knowledge is seen as an adjunct of power and there is little focus on the spatial particularity of knowledges. In particular there has not as yet been a thorough study of how understandings of space are produced in a spatial planning context that includes lay participants. This monograph starts to broach that gap, conceptualising a potential ‘socio-spatial learning’ where community engagement is framed as a collaborative learning arena within spatial planning. Through an English case study it unpacks the dynamics between different types of knowledge around spatial planning where there is lay participation. This draws on two years of embedded observation within a joint planning unit and a review of the North Northamptonshire Core Strategy of 2008, which culminated in substantial community engagement work early in 2011. Findings indicate that local knowledge has a distinctive spatiality and that there is a clear role for lay knowledge in the context of spatial strategy-making. It is hoped that this work can help in understanding the production of planning knowledge, help identify non-tokenist engagement of the public, and inform interactions between communities and policy makers.
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