COVID-19 has produced a significant shift in the nature of an academic’s everyday work forcing a pedagogic reconsideration of incorporation of the virtual. In this chapter, we write our biographically positioned ‘truths’ that speak back to the discursive practices and material conditions of everyday academic labour through a lens of psychosocial risk. We investigate the ambivalences, social isolation, and heightened anxieties associated with digital technologies that has brought about new forms of professional and personal disorientation. Blackmore has noted how “in the context of the massification and internationalization of higher education”, new learning technologies have facilitated the “commodification of curriculum into consumable “packages” (2005, p. 353). This paradigm shift, as such, positions digital pedagogies and online and remote teaching as both a poison and a cure. As such, we invoke the notion of the pharmakon to consider the key issues of affect and embodiment in “virtual” online learning environments to understand the risk of psychosocial harms. We critically speak out of the parrhesia to address the absent presence of intersectionality affect and embodiment in what we have messily named the Zoomification of education. By this we refer to the re-creation of policy, governance, and pedagogic structures that with their almost overnight introduction have disciplined academic work and workers into new modes of thinking, feeling and knowing about teaching and learning with/in highly contextual ways (Valero et al., 2019).