The recent formation of the National Communication Association's Activism and Social Justice Division puts a spotlight on the extent to which instructional communication and instructional communication research have advanced--or even should advance--the goals of social justice. To examine this issue, two of the leading scholars on this topic, Lawrence R. Frey and David L. Palmer, were invited to write a brief essay about the implications of communication activism pedagogy (CAP) for communication education research. Frey and Palmer are editors of the 2015 book "Teaching Communication Activism: Communication Education for Social Justice," which extended the communication activism for social justice research perspective to teaching, providing empirical examples of communication educators teaching students how to work with affected communities and social justice support organizations to intervene into unjust discourses and to reconstruct them in more just ways. This stimulus essay highlights CAP's importance to and prevalence in the communication discipline. CAP represents an important new form of communication education that responds to significant social justice issues facing societies; CAP research represents an important new form of communication education research that documents contributions that teaching makes to students, community members, and activists promoting social justice, and ultimately, to creating more just societies. To accomplish those goals, communication scholars must engage in CAP, study their efforts, and publish their findings. Unfortunately, although social justice activism has infused communication research and is making inroads into communication pedagogy, "Communication Education" ("CE"), the premier journal for communication instructional research, has paid it virtually no attention. Communication journals, and especially "CE," must be receptive to publishing CAP research because instructional communication research forums must provide space for partisan scholarship challenging oppression, mirroring the democratic political arena in which multiple, often contrasting positions are welcome, and inoculating those journals from criticism that they favor particular partisan positions over others. [Other articles in this forum include: 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); Turning Communication Activism Pedagogy Teaching into Communication Activism Pedagogy Research (EJ1142589); and Four Typologies of Communication Activism Pedagogy (EJ1142590).]