CATALYSTICS: Classroom Analytics for Teaching about Social Justice in Higher Learning can serve as the genesis for moving the usual mission statements promulgated by so many universities and colleges from the maintained pontification to the movement of proof.

We use the word, CATALYSTICS to create a confluence between the terms catalytical and analytics, resulting in our subtitle about classroom instruction with action research for catalytical change.

Action research literacy empowers us to do this and it should be used for teaching about social justice. As our new global society continues to struggle with finding answers to complex questions concerning economic decline, racial and religious conflict, health disparities, corporate ethics, global warming, national and global security, technological reliance, educational failure and many other compelling challenges impacting the human condition, the demand to conduct actionable research to resolve real life problems becomes more amplified and the revelations of the research findings become more pronounced to society and the social justice within society.

Time is of the essence, the greater good is at stake, the bigger picture is losing focus, the larger context is losing meaning, and change must come sooner than later as the world continues to terribly troubled, broadly broken and widely wounded. Integrating action research for social justice in reflective teaching can empower those to lead.

Foreword by: John Burkhardt
Preface by: Michele Nealon-Woods