I propose an approach to service-learning that encourages and enables students to engage with human rights and social justice in ways that are democratic and effective. I describe a teaching process in which civic action can be critically reflected on not just to promote engagement and build knowledge but ultimately to encourage and equip students with the commitment and ability to undertake this work as engaged citizens after graduation. This democratic approach to service-learning closes the divide between critical thinking and social action, helping to develop students who are aware of the world's problems and more committed to solving them.