This article engages Stefano Harney and Fred Moten's conception of 'black study' (2013. "The Undercommons: Fugitive Planning and Black Study." Wivenhoe: Minor Compositions.) as an enactment of a feminist ethics of response-ability. As such, this article inquires: how might 'we' conceive of study as a response-able practice of 'collective knowing and doing' (Haraway, D. J. 2016. "Staying with the Trouble: Making Kin in the Chthulucene." Durham: Duke University Press.) through the confluence of thinking-with feminisms, posthumanisms, black studies, and affect theories? This article experiments with study as an ecological mode of engagement that affirms difference through the decentring of individual identity in favour of foregrounding co-constitutive relations. I do so by proposing response-able reading, sensing and storying as practices of study that might contribute towards new educational imaginaries for thinking and doing higher education differently.