While the policy approach in Urban Regeneration Partnership tends to be viewed as participatory governance using an urban studies lens, this article posits an alternative theorisation that takes an adult education perspective. We draw from Lefebvre's notion of "space", Engeström's "Cultural Historical Activity Theory" and Holand et al.'s concept of "positionality" and "social identity" to theorise Urban Regeneration Partnership as "expansive participation" that acknowledges discursive struggle and contradiction in authentic democratisation. We argue for a multiscalar understanding of citizenship that attends to sociocultural conditions, challenges hegemonic spatial modalities and inculcates conditions for transformative agency. Our theorising is illustrated using data from a doctoral study examining one Urban Regeneration Partnership in the Republic of Ireland. Three themes emerged from the study: market-led discourse of transformation versus a narrative of community; rhetoric of empowerment versus the unequal positioning of residents, and the dominant hegemony of official knowledge versus community-based experiential knowledge. The article examines whether the academy can make a difference in people's lives through challenging the prevailing orthodoxy, revealing unexamined assumptions and offering alternative frameworks for deeper understanding of the policy cycle in Urban Regeneration Partnerships.