This conceptual paper suggests ways in which pedagogical practices, curriculum, and mentorship could foster democracy in doctoral education. Building upon critical, dialogic, caring, anti-colonial, and engaged pedagogies, we propose a framework for examining marginal spaces of teacher and student relationships that build upon life-projects (Gunzenhauser & Gerstl-Pepin, 2006) in learning spaces. We use the Spanish terms "alimentar" and "infame" pedagogy to capture dichotomous approaches to teaching at the doctoral level. The challenge to linguistic borders should be read as a metaphor for the challenge of transcending ideological borders of doctoral pedagogy. (Contains 2 figures and 9 notes.)