Emerging after the Opium War in the 1840s, Chinese feminism serves as an umbrella term for Nu Quan (women’s rights), which has evolved from top-down state socialist feminism in the early years of the People’s Republic of China to bottom-up digital feminism. Amid the ambivalence of meaning-making in contemporary Chinese feminism, this research offers a lens from the perspective of Chinese postdigital feminism to explore the postdigital course design experiences of Chinese academic mothers. Amid the blur of space, pedagogy, and technology, Chinese academic mothers’ spontaneous and vicarious learning during Emergency Remote Teaching supports their professional development, reflects a postdigital learning attitude, and further shapes the postdigital complexity in China. Reflecting on responses from 118 survey participants and 11 interviewees, Chinese academic mothers’ postdigital course design decisions during the crisis reflect their contemporary Chinese feminist struggles to battle in both work and life spheres to construct a “have it all” image. Their digital teaching labor had been profoundly influenced by their motherhood responsibilities, either positively or negatively. The joyful sharing of positive influences reflects their deep-rooted belief in the importance of a good mother, which contributes to the construction of their contemporary Chinese feminist identity within a Confucian-influenced Chinese society. The limited sharing of negative influences and the reluctance to reveal their inability to fulfill their teaching labor mirror the silencing approach of postdigital feminist inquiry. This chapter contributes to the literature on postdigital feminism by describing and exploring its development within the Chinese context, specifically focusing on highly educated women academics.