Pædagogiske freelancere og nomader

Vikarers taktikker på det pædagogiske arbejdsmarked

Abstract

Pedagogical Freelancers and Nomads: Substitutes’ Tactics in Pedagogical Work

Although nearly half of the employees in Danish municipal welfare institutions are hourly-paid substitutes, little is known about who they are and why they choose this kind of working life. This article provides qualitative insight into how substitutes in the pedagogical sector create meaning and navigate a work life characterized by temporariness, low recognition, and weak attachment to professional communities. Based on interviews with 15 substitutes and inspired by Michel de Certeau’s concept of tactics, we introduce two analytical figures: the pedagogical freelancer and the pedagogical nomad. These figures serve as analytical tools for understanding the different ways substitutes tactically relate to the pedagogical field. The freelancer represents a tactical orientation that maintains autonomy within pedagogical work, whereas the nomad illustrates a more fluid orientation, in which substitute work is used to explore opportunities and life paths beyond the pedagogical field. The article shows that substitute work is not merely a temporary solution but can also constitute a sustainable and meaningful choice. Through the two figures – the freelancer and the nomad – the article challenges the notion of substitutes as a uniform and marginalized group and shows that substitutes constitute a heterogeneous group of workers whose ways of engaging in and positioning themselves within the pedagogical labour market are shaped by different tactical orientations.