Comparing places represents one of the most traditional threads of comparative inquiry. However, international and comparative (adult) education research has to date focused on comparing places more in the sense of territorial entities. In contrast, this paper moves away from understandings of national or regional territories as given, container-like units, criticised as methodological nationalism. It draws instead on theoretical approaches of social spatiality and, in particular, on Werlen's works on action-centred geography. Findings of qualitative research on organisations providing adult education in two cross-border regions at Germany's territorial periphery serve as an empirical framework, analysing the programme planning activities of their managerial staff. The paper argues that it is the pedagogical actions and practices of these professionals, rather than the territorial entities, that become the "tertium comparationis," eliciting the professionals' share in the overall process of (re)producing social space and, ultimately, territory.