This article presents the findings of a comparative study of values-based adult learning and education (ALE) fields; specifically, in Austria, critical-emancipatory adult basic education; Scotland, learner-centered, community-based adult learning; and South Tyrol, Italy, the "Winterschule," a radical-critical popular education format. We studied the voices of experienced practitioners to understand their challenges and constraints and how they resisted changes that did not reflect their values. It highlights local practices to promote visibility, create dialogue, and strengthen the understanding and recognition of these fields in which practitioners are unequivocally committed to social justice. Our findings highlighted repertoires of resistance, affirmed pedagogy as a values-based endeavor, and elucidated practitioners' commitments to holistic approaches that re-negotiate ideas of social justice for people and the planet. Our analysis shows that when ideas of social justice are shared amongst allies, practitioners can effectively maintain their values-based approaches and thus re-affirm and protect democratic ALE practice.