Abstract
This essay looks at how teaching an introductory planning course can develop theoretical approaches to the subject. Particular attention is given to presenting planning as an activity shaped by location, understood as encompassing more than geography. The individual planner's history and culture, their membership of the profession, their embeddedness in place, and their understanding of themselves as belonging to a particular “community-of-practice” or professional sub-culture all play a role. Focusing on these communities-of-practice and work locations allows us to link work, practice, learning, and the generation of planning knowledge in useful ways. It also provides insights into gaps between theory and practice, and between process and the objects of planning.
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