Interactive Radio Programs (IRPs) forge effective participations between adults (communicational and pedagogical workers and parents) and at-risk youth (jeopardizing their present and future adjustments) to explore their engagements with community activism engaging in building their communities. IRPs are vital for them to be engaged citizens, informed individuals and dynamic members of their society. This paper, therefore, will introduce a theoretical approach for undeveloped, developing and developed countries to understand effective practices in developing democratic adult and at-risk youth participations in social justice via IRPs. This framework will emphasize how IRPs foster multi-generational participations and facilitative relationships between them to implement collective action. Also, this framework will focus on promoting dialogue amongst adult working with at-risk youth to improve their critical thinking skills by owning knowledge acquisitions. These active participants must become knowledge constructors to represent new understandings about their communication processes, reflect about what s/he learns to scaffold their ideas and opinions, and also empower meaning-making with empowering their dreams with abstract mental images. Developing these strong engagements between them brings about dialogical and democratic changes in communities that this framework will provide adults and at-risk youth with inexpensive communication milieus to develop their common visions of social justice, and be engaged as part of a community working toward these visions. The main purpose of this paper, therefore, is to explore and discuss the main features of IRPs to promote democratic adult and at-risk youth participations to: (1) build global knowledge networks and authentic learning milieus to bring democratic changes in their communities; (2) understand critical communication possibilities and potentials about social justice issues for lifelong learning to recreate dialogical and democratic forms of pedagogy and community engagement; and (3) explore powerful democratic communicational practices that promote dialogues between them, augment cognitive learning skills and generate motivations for multi-generational participations.