Pedagogies of optimism: Teaching to ‘look forward’ in activating welfare programmes in the Netherlands

Abstract

In the context of the Dutch welfare state, precarisation entails particular pedagogies: citizens are taught how to feel about being insecure through the techniques of (1) accepting; (2) controlling; and (3) imagining. Welfare activation thus focuses on teaching citizens to accept their precarious position, to embrace it and to prepare for its continuation while remaining optimistic about its discontinuation. Perhaps cruelly, then, the state teaches citizens to develop optimism towards certain imagined futures while at the same time acknowledging the unattainability of these futures. Importantly, case managers in Dutch welfare offices are often precarious themselves too, making the affective labour they perform both difficult and essential for themselves. Contemporary activation and workfare programmes are therefore best understood as characterised by insecurity and precarisation on both the receiving and the providing end of state–citizen encounters.