In this rejoinder to this forum's respondents to the stimulus essay, "Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice," Lawrence Frey and David Palmer state that the forum editors asked them and the invited respondents to focus on communication activism pedagogy (CAP) research rather than on CAP teaching practices, which explains why the stimulus essay did not elaborate on those practices. Since all but two respondents focused, primarily if not exclusively, on CAP teaching, they left the research agenda implied by their comments rather than articulated explicitly. Other work by Frey and Palmer have addressed respondents' points about CAP teaching. The fact that respondents focused on CAP teaching and not on CAP research raises a concern: Progressive forms of communication pedagogy, including CAP, are not being studied sufficiently. The stimulus essay reported the low number of "Communication Education" ("CE") publications that have focused (at least in article titles) on critical pedagogy, civic education, service-learning, and community education, and they have argued that "CE" and other journals must be receptive to that work, but also must stress the importance of conducting such research. The authors urge educators to engage in CAP, working out the important teaching issues that respondents raised, and they also urge researchers to conduct studies documenting CAP's strengths and limitations for affecting students and communities experiencing injustice. [Other articles in this forum include: Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice (EJ1142582); Look to Our Campuses for Focus and Inspiration (EJ1142583); A Call for an Ethic of Transformation in Communication Activism Education (EJ1142584); Beyond the Charity-Service Paradigm: Building Ethical Platforms for Social Justice Education with Those Most Affected (EJ1142585); Long-Term Impacts of Communication Activism Pedagogy: Guiding Principles for Future Research (EJ1142586); Expanding CAP's Interventionist Model and Developing Proper Learning Rubrics (EJ1142587); Critical Pedagogy Meets Transformation: Creating the Being of Communication Activists (EJ1142588); and Four Typologies of Communication Activism Pedagogy (EJ1142590).]