The present chapter explores the pedagogical possibilities of navigation within the remote learning context in higher education. The concept of origin-heterogeneity serves as the conceptual lens for the chapter, in understanding the videoconferencing platform (specifically Zoom) as a platform free of a single originating principle that can be pedagogically organized around, opting instead for a view of Zoom as an inherently pluralistic educational space that anti-discriminatory pedagogy can be designed for. Articulating anti-discrimination as a tendency away from singularity, an orientation to the Zoom room is developed. Specific technological functions of Zoom such as the mute button, camera panels, recording features, and more are then explored as onto-technological fragmentations for the ways in which they create varying degrees of difference within the interactive space of Zoom. Applying the pluralistic orientation to various onto-technological fragmentations, the ways in which one can unravel oneself toward plurality against a given onto-technological fragmentation along a given axis of anti-discrimination are discussed. Grounding anti-discriminatory pedagogy in materiality, attention is paid to the differing capacities of different individuals to take up the work of anti-discrimination. In an attempt to move away from a purely descriptive view of anti-discrimination, the ways in which anti-discrimination can evolve through the encounter of difference in the Zoom room and beyond are discussed in order to build pedagogical suggestions that reflect both the plurality of anti-discrimination and anti-discrimination as a plurality.