Journal of Planning Education and Research issue:submitted
In this article we elaborate a case where citizens were encouraged to discuss an environmental policy plan within focus groups. We raise three questions about the deliberation that we tried to support. First, to what extent is it relevant to consider a process of policy participation as ‘an educational space’? Second, how does this educational turn challenge planners to specify the role they can play in the context of processes of policy participation? Third, how to understand the importance of narratives in the learning of the focus group participants? Our answers to these questions are grounded both in the practical context of the seven focus groups and in a more theoretical attempt to understand policy planning as a particular educational practice for citizens.