The American adult education and literacy movement in the early twentieth century had its roots deep in the study and practice of democracy (Ramdeholl, Giordani, Heaney, Yanow, 2010). From Lindeman, Dewey, Laubach, Horton, to Heaney and Brookfield, a persistent theme is the indispensable relationship between democracy and adult education. For Heaney and Brookfield, this theme is often a lament on how democratic praxis has been marginalized among adult educators and programs in recent years (Heaney, 1992; Brookfield, 2005b). This relationship is not solely an American phenomenon. Early adult educators in this country were influenced by international movements such as the Folk School Movement in Denmark and its founder N.F.S. Grundtvig (Stewart, 1987), the Antigonish Movement in Nova Scotia and Dr. Moses Coady (Alexander, 1997), Study Circles in Sweden (Rubenson, 2006), as well as the work of Paulo Freire in Brazil (1973). The two projects discussed in this article fall squarely within this rich legacy of the teaching and practice of democracy; the State House Project (SHP) of the Haitian Multi-Service Center (HMSC) in Boston, a division of Catholic Charities, is a program-wide initiative in democratic learning both inside and outside the classroom. The second project is a classroom-based approach called Circular Response Discussion (CRD), which is designed to generate discussion around students' understanding of democracy both in American and international contexts and utilized at the City University of New York (CUNY). (Contains 2 footnotes.)