Learning to Improve Practice: Lessons from Practice Stories and Practitioners' Own Discourse Analyses (or Why Only the Loons Show Up)

John Forester

Planning Theory & Practice, 2012, vol. 13, issue 1, 11-26

Abstract: Just as students and faculty must read critically and listen critically in the classroom, community planners and organizers must listen critically, reaching well beyond mere “words” when they work with others in contested, complex, ambiguous settings. So it turns out that a critically pitched discourse analysis can and might be done in political and professional practice settings, especially when issues of participation are central, every bit as much as in the halls of the sophisticated academy. This article explores the challenges of practical, critical and insightful discourse analysis as it can occur both in the planning academy's classrooms and in participatory community planning practices as well.

Date: 2012
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DOI: 10.1080/14649357.2012.649905

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