University teaching is the target of intensified policy making. The policies’ purpose is sometimes to solve a specific problem but always to demonstrate the ‘quality’ of the institution. Policies also seek to normalise university teaching practices according to value-laden ideas of what those practices should be. Normalisation exacts a painful price: by necessity it produces the abnormal, the unethical, even the unspeakable. This paper explores the normalising force of teaching policies as they are plugged into the assemblage of a becoming-teacher and wonders about the possibilities for activism in relation to that force. In an open-ended process of clouded agency, the wilful human self of Becoming-Teacher^BG struggles with and against new norms: if she is to stay recognisable as a good academic subject, she must negotiate with them. Yet, it’s not all up to her. Composed from complex alliances between teaching places and technologies, teaching (and taught) selves, teaching policies and curriculum materials, Becoming-Teacher^BG is sometimes undone by the new norms and sometimes refuses them. This paper offers a ‘critical view from the body’ (Haraway, 1988: 859) with respect to university teaching policies in order to inspire conversation about the varied ground and nature of everyday academic activisms – including some that might look like a lack of activism – with the goal of encouraging them to flourish as spaces of freedom and refusal towards a better university. Such (in)activisms seek to change the business-as-usual of the university, usually at a micropolitical level, but they may also set larger changes in motion.

大学教学是强化政策制定的目标。该政策的目的有时是为了解决一个特定的问题，但总是要证明该机构的“质量”。政策还试图根据对这些教学活动应具有的价值观念来规范大学的教学活动。规范化要付出惨痛的代价：必然会产生异常，不道德甚至难以言喻的东西。本文探讨了将教学政策整合到一名新任教师中时的规范力量，并想知道与这种力量相关的行动主义的可能性。在一个充满局限性的代理机构流程中，Becoming-Beacher ^BG的任性人类自我反对和反对新准则：如果要保持她被公认为是一门好的学术科目，她必须与他们进行谈判。然而，这并不完全取决于她。由教学地点和技术，教学（和被教）的自我，教学政策和课程材料之间的复杂联盟组成，Becoming-Teacher ^BG有时会被新规范撤消，有时会拒绝它们。本文就大学的教学政策提供了“从身体的批判性观点”（Haraway，1988：859），以激发人们对日常学术活动的不同背景和性质的讨论，其中包括一些看起来缺乏活动主义的活动。 –目的是鼓励他们在自由和拒绝建立更好的大学的过程中蓬勃发展。这种（非）积极性试图改变大学的日常经营，通常是在微观政治层面上进行，但是它们也可能在运动上带来更大的变化。