This paper scrutinizes 12 development managers’ (i.e. teachers and principals) and two researchers’ practice of continuing professional development in a research circle. A research circle is based on an epistemology whit roots in a Nordic tradition of folkbildning (folk enlightment). This tradition is built on a notion of pedagogy wherein the participants’ knowledge and experiences are valued and provide the point of departure for further knowledge production. The aim of the paper is to highlight tensions and issues in the practice of the research circle and to examine whether this practice develops a ‘communicative space’ where a sustainable democracy can increase, or not. We explore how the practice is constrained and enabled by using practice architectures as a theoretical frame. Foucault’s notion of power as productive is adopted as an analytical tool, to scrutinize the relatings among the participants. The methodological approach is action research. The project is running over one year (10 sessions/3 hours once a month) and started in February 2014. Hence, we do not have results at this particular moment. All the sessions will be audio recorded, individual interviews and parts of the participants’ and researchers’ diaries from the sessions will be used as sources of data. Following questions are of interest and will be followed up in the paper presentation: What kind of critical aspects can be found in the practice of research circles? What are the benefits of such collaboration for the practitioners and the researchers?