This concluding response to the articles in this forum maps out the main arguments in the responses to the stimulus essay, "Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice," which fall into four broad categories: (1) post-Marxist imaginings of social change; (2) existentialist concerns with being in the world; (3) ethical caveats about the needs of our students and communities; and (4) institutional questions about the sustainability of our efforts. While the contributors to this forum do not mention it, communication activism pedagogy might also be deployed in travel study classes abroad, on international campuses, and in exchange programs--that is, aspects of communication activism pedagogy can serve well for those committed to international teaching, scholarship, and service in the age of globalization. As educators pursue such work and scholarship, this forum reminds us that there are post-Marxist, existentialist, ethical, and institutional issues to consider, traditions to draw upon, and legacies to enliven. [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 Turning Communication Activism Pedagogy Teaching into Communication Activism Pedagogy Research (EJ1142589).]