A few years ago, in a tutorial in an advanced level undergraduate subject that she teaches--"Emotions, Culture and Community"--the author was a witness and participant in a pedagogical event that moved and provoked the class: It incited response-ability. This article is about that event, the meaning of response-ability, and the window that it opens onto the larger question of what it means to teach into a cultural studies program in an Australian university today. With the increasing corporatization of universities, and the associated emphasis on measurable outcomes, one may too easily lose sight of the immeasurable value of cultural studies and its place in advancing the immeasurable qualities of university study. The pedagogical event illustrates a movement toward, and dwelling with, immeasurability. This article begins with a discussion of responsibility and some of the different ways that the concept is understood and utilized in debates about democracy, difference, and social justice. Here responsibility is closely aligned with responsiveness and disconnected from personal culpability. Each definition issues specific pedagogical challenges for those interested in enhancing responsibility, responsiveness to others and social justice. It is on this issue that the author turns to the work of Kelly Oliver (2001) and the concept of response-ability to raise some questions about teaching, responsibility, and responsiveness. After outlining the meaning of response-ability, she draws on it to analyze the pedagogical event in her subject. The article concludes with an argument for the immeasurable value of the pedagogical incitement of response-ability.