In this article, we use a dialogical approach to discuss the relationship between learning and democracy. In particular, we conceptualize the democratic aspects of the Self based on the Bakhtinian theory of Magistral, Socratic and Menippean dialogues, and on Herman’s conceptualization of the dialogical self. Using these theoretical resources, we aim at building a framework that allows to examine the emergence of democratic selves from learning interaction. In particular, we explore how the three forms of dialogue characterize the Self during a blended course and how students move from Magistral power identity positions to Menippean dialogues. We interpret these movements as revealing the emergence of a democratic expression of the Self.