This paper explores how pedagogically productive the idea of invoking feelings of collective guilt in classrooms might be. It attempts to explore not only the persistence of 'collective guilt' in students' responses, but also new possibilities that are opened when 'collective guilt' is reframed as 'shared responsibility'. The analysis addresses the moral, political and pedagogical implications of viewing the phenomena of collective guilt and shared responsibility through the lenses of Hannah Arendt and Iris Marion Young. The paper suggests that, using Arendt's and Young's accounts of shared responsibility offers educators and students opportunities to become aware of their responsibilities as members of particular social groups, rather than getting stuck in guilt. The proposed "pedagogy of shared responsibility" is not focused on blame, guilt or fault, but rather it has the potential to minimize denials of complicity and instead encourage students to interrogate the conditions under which they are responsive and responsible to others.