Abstract 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.

中文翻译：

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社会空间学习：参与式空间规划中社区知识的案例研究

摘要 本专着着眼于社区空间规划的经验，并将这些经验应用于参与理论的一个未充分探索的领域。虽然权力和交流的问题已经得到很好的研究，但这项工作基于这样一个论点，即需要更好地理解相关的知识生产。参与理论借鉴了“声音”问题和实现更深层次民主的手段。同样，参与式规划理论根据交流过程或竞争理性来构建辩论。然而，在该工作体系中，知识被视为权力的附属物，很少关注知识的空间特殊性。尤其是在包括非专业参与者在内的空间规划环境中，对空间的理解是如何产生的，目前还没有深入研究。本专着开始探讨这一差距，将潜在的“社会空间学习”概念化，其中社区参与被构建为空间规划中的协作学习领域。通过一个英语案例研究，它揭示了围绕空间规划的不同类型知识之间的动态关系，其中有非专业人士参与。这借鉴了联合规划单位两年内的嵌入式观察以及对 2008 年北安普敦郡核心战略的审查，该战略在 2011 年初的大量社区参与工作中达到高潮。外行知识在空间战略制定背景下的明确作用。希望这项工作可以帮助理解规划知识的产生，帮助识别公众的非象征性参与，