Classroom pedagogy has a big role to play in developing democratic citizens. Henry Giroux proposes pedagogy of democratization that puts particular emphasis on problematizing the threats to democratic values for ensuring democratization. Literature on classroom pedagogies for democratization proposes to promote democratic practices in the classroom. However, studies on actual classroom practices for democratization do not specifically focus on the interrelationship between problematization and democratization in the classroom. Overall, focus on examples of classroom practices appears inadequate while classroom teachers need to know "what should actually go on in the classroom" for democratization. Therefore, drawing on Giroux's idea of "pedagogy of democratization," this paper revisits two classroom examples of critical pedagogy and Islamic pedagogy already documented in literature to tease out examples of classroom practices for democratization. The classroom examples are re-interpreted and compared with a particular focus on the context of Bangladesh. The re-visitation of the classroom examples fleshed out the nuances and the complexities of classroom practices for democratization. Thus, this study responds to the teachers' need for examples of classroom practices for democratization.