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  • Gender mainstreaming
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      • Gender Equality Training
        • Back to toolkit page
        • What is Gender Equality Training
        • Why invest in Gender Equality Training
        • Who should use Gender Equality Training
        • Step-by-step guide to Gender Equality Training
            • 1. Assess the needs
            • 2. Integrate initiatives to broader strategy
            • 3. Ensure sufficient resources
            • 4. Write good terms of reference
            • 5. Select a trainer
            • 6. Engage in the needs assessment
            • 7. Actively participate in the initiative
            • 8. Invite others to join in
            • 9. Monitoring framework and procedures
            • 10. Set up an evaluation framework
            • 11. Assess long-term impacts
            • 12. Give space and support others
        • Designing effective Gender Equality Training
        • Gender Equality Training in the EU
        • Good Practices on Gender Equality Training
        • More resources on Gender Equality Training
        • More on EIGE's work on Gender Equality Training
      • Gender Impact Assessment
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        • What is Gender Impact Assessment
        • Why use Gender Impact Assessment
        • Who should use Gender Impact Assessment
        • When to use Gender Impact Assessment
        • Guide to Gender Impact Assessment
          • Step 1: Definition of policy purpose
          • Step 2: Checking gender relevance
          • Step 3: Gender-sensitive analysis
          • Step 4: Weighing gender impact
          • Step 5: Findings and proposals for improvement
        • Following up on gender impact assessment
        • General considerations
        • Examples from the EU
            • European Commission
            • Austria
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            • Basque country
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      • Institutional Transformation
        • Back to toolkit page
        • What is Institutional Transformation
          • Institutional transformation and gender: Key points
          • Gender organisations
          • Types of institutions
          • Gender mainstreaming and institutional transformation
          • Dimensions of gender mainstreaming in institutions: The SPO model
        • Why focus on Institutional Transformation
          • Motivation model
        • Who the guide is for
        • Guide to Institutional Transformation
            • 1. Creating accountability and strengthening commitment
            • 2. Allocating resources
            • 3. Conducting an organisational analysis
            • 4. Developing a strategy and work plan
            • 5. Establishing a support structure
            • 6. Setting gender equality objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing gender mainstreaming
            • 9. Developing gender equality competence
            • 10. Establishing a gender information management system
            • 11. Launching gender equality action plans
            • 12. Promotional equal opportunities
            • 13. Monitoring and steering organisational change
        • Dealing with resistance
          • Discourse level
          • Individual level
          • Organisational level
          • Statements and reactions
        • Checklist: Key questions for change
        • Examples from the EU
            • 1. Strengthening accountability
            • 2. Allocating resources
            • 3. Organisational analysis
            • 4. Developing a strategy and working plan
            • 5. Establishing a support structure
            • 6. Setting objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing methods and tools
            • 9. Developing Competence
            • 10. Establishing a gender information management system
            • 11. Launching action plans
            • 12. Promoting within an organisation
            • 13. Monitoring and evaluating
      • Gender Equality in Academia and Research
        • Back to toolkit page
        • WHAT
          • What is a Gender Equality Plan?
          • Terms and definitions
          • Which stakeholders need to be engaged into a GEP
          • About the Gear Tool
        • WHY
          • Horizon Europe GEP criterion
          • Gender Equality in Research and Innovation
          • Why change must be structural
          • Rationale for gender equality change in research and innovation
          • GEAR step-by-step guide for research organisations, universities and public bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR step-by-step guide for research funding bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR action toolbox
            • Work-life balance and organisational culture
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            • Measures against gender-based violence including sexual harassment
            • Measures mitigating the effect of COVID-19
            • Data collection and monitoring
            • Training: awareness-raising and capacity building
            • GEP development and implementation
            • Gender-sensitive research funding procedures
          • Success factors for GEP development and implementation
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        • WHERE
          • Austria
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      • Gender-sensitive Parliaments
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        • What is the tool for?
        • Who is the tool for?
        • How to use the tool
        • Self-assessment, scoring and interpretation of parliament gender-sensitivity
          • AREA 1 – Women and men have equal opportunities to ENTER the parliament
            • Domain 1 – Electoral system and gender quotas
            • Domain 2 - Political party/group procedures
            • Domain 3 – Recruitment of parliamentary employees
          • AREA 2 – Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
            • Domain 1 – Parliamentarians’ presence and capacity in a parliament
            • Domain 2 – Structure and organisation
            • Domain 3 – Staff organisation and procedures
          • AREA 3 – Women’s interests and concerns have adequate SPACE on parliamentary agenda
            • Domain 1 – Gender mainstreaming structures
            • Domain 2 – Gender mainstreaming tools in parliamentary work
            • Domain 3 – Gender mainstreaming tools for staff
          • AREA 4 – The parliament produces gender-sensitive LEGISLATION
            • Domain 1 – Gender equality laws and policies
            • Domain 2 – Gender mainstreaming in laws
            • Domain 3 – Oversight of gender equality
          • AREA 5 – The parliament complies with its SYMBOLIC function
            • Domain 1 – Symbolic meanings of spaces
            • Domain 2 – Gender equality in external communication and representation
        • How gender-sensitive are parliaments in the EU?
        • Examples of gender-sensitive practices in parliaments
          • Women and men have equal opportunities to ENTER the parliament
          • Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
          • Women’s interests and concerns have adequate SPACE on parliamentary agenda
          • The parliament produces gender-sensitive LEGISLATION
          • The parliament complies with its SYMBOLIC function
        • Glossary of terms
        • References and resources
      • Gender Budgeting
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        • Who is this toolkit for?
        • What is gender budgeting?
          • Introducing gender budgeting
          • Gender budgeting in women’s and men’s lived realities
          • What does gender budgeting involve in practice?
          • Gender budgeting in the EU Funds
            • Gender budgeting as a way of complying with EU legal requirements
            • Gender budgeting as a way of promoting accountability and transparency
            • Gender budgeting as a way of increasing participation in budget processes
            • Gender budgeting as a way of advancing gender equality
        • Why is gender budgeting important in the EU Funds?
          • Three reasons why gender budgeting is crucial in the EU Funds
        • How can we apply gender budgeting in the EU Funds? Practical tools and Member State examples
          • Tool 1: Connecting the EU Funds with the EU’s regulatory framework on gender equality
            • Legislative and regulatory basis for EU policies on gender equality
            • Concrete requirements for considering gender equality within the EU Funds
            • EU Funds’ enabling conditions
            • Additional resources
          • Tool 2: Analysing gender inequalities and gender needs at the national and sub-national levels
            • Steps to assess and analyse gender inequalities and needs
            • Step 1. Collect information and disaggregated data on the target group
            • Step 2. Identify existing gender inequalities and their underlying causes
            • Step 3. Consult directly with the target groups
            • Step 4. Draw conclusions
            • Additional resources
          • Tool 3: Operationalising gender equality in policy objectives and specific objectives/measures
            • Steps for operationalising gender equality in Partnership Agreements and Operational Programmes
            • General guidance on operationalising gender equality when developing policy objectives, specific objectives and measures
            • Checklist for putting the horizontal principle of gender equality into practice in Partnership Agreements
            • Checklist for putting the horizontal principle of gender equality into practice in Operational Programmes
            • Examples of integrating gender equality as a horizontal principle in policy objectives and specific objectives
          • Tool 4: Coordination and complementarities between the EU Funds to advance work-life balance
            • Steps for enhancing coordination and complementarities between the funds
            • Step 1. Alignment with the EU’s strategic engagement goals for gender equality and national gender equality goals
            • Steps 2 and 3. Identifying and developing possible work-life balance interventions
            • Step 4. Following-up through the use of indicators within M&E systems
            • Fictional case study 1: reconciling paid work and childcare
            • Fictional case study 2: reconciling shift work and childcare
            • Fictional case study 3: balancing care for oneself and others
            • Fictional case study 4: reconciling care for children and older persons with shift work
            • Additional resources
          • Tool 5: Defining partnerships and multi-level governance
            • Steps for defining partnerships and multi-level governance
            • Additional resources
          • Tool 6: Developing quantitative and qualitative indicators for advancing gender equality
            • Steps to develop quantitative and qualitative indicators
            • ERDF and Cohesion Fund
            • ESF+
            • EMFF
            • Additional resources
          • Tool 7: Defining gender-sensitive project selection criteria
            • Steps to support gender-sensitive project development and selection
            • Checklist to guide the preparation of calls for project proposals
            • Checklist for project selection criteria
            • Supplementary tool 7.a: Gender-responsive agreements with project implementers
          • Tool 8: Tracking resource allocations for gender equality in the EU Funds
            • Ensuring gender relevance in EU Funds
            • The tracking system
            • Steps for tracking resource allocations on gender equality
            • Step 1: Ex ante approach
            • Step 2: Ex post approach
            • Examples of Step 2a
            • Annex 1: Ex ante assignment of intervention fields to the gender equality dimension codes
            • Annex 2: The EU’s gender equality legal and policy framework
          • Tool 9: Mainstreaming gender equality in project design
            • Steps to mainstream gender equality in project design
            • Step 1. Alignment with partnership agreements’ and Operational Programmes’ gender objectives and indicators
            • Step 2. Project development and application
            • Step 3. Project implementation
            • Step 4. Project assessment
          • Tool 10: Integrating a gender perspective in monitoring and evaluation processes
            • Steps to integrate a gender perspective in M&E processes
            • Additional resources
          • Tool 11: Reporting on resource spending for gender equality in the EU Funds
            • Tracking expenditures for gender equality
            • Additional resources
          • References
          • Abbreviations
          • Acknowledgements
      • Gender-responsive Public Procurement
        • Back to toolkit page
        • Who is this toolkit for?
          • Guiding you through the toolkit
        • What is gender-responsive public procurement?
          • How is gender-responsive public procurement linked to gender equality?
          • How is gender-responsive public procurement linked to gender budgeting?
          • Five reasons why gender-responsive public procurement
          • Why was this toolkit produced
        • Gender-responsive public procurement in practice
          • Legal framework cross-references gender equality and public procurement
          • Public procurement strategies cover GRPP
          • Gender equality action plans or strategies mention public procurement
          • Capacity-building programmes, support structures
          • Regular collaboration between gender equality bodies
          • Effective monitoring and reporting systems on the use of GRPP
          • Tool 1:Self-assessment questionnaire about the legal
          • Tool 2: Overview of the legislative, regulatory and policy frameworks
        • How to include gender aspects in tendering procedures
          • Pre-procurement stage
            • Needs assessment
            • Tool 3: Decision tree to assess the gender relevance
            • Preliminary market consultation
            • Tool 4: Guiding questions for needs assessment
            • Defining the subject matter of the contract
            • Choosing the procedure
            • Tool 5: Decision tree for the choice of procedure for GRPP
            • Dividing the contract into lots
            • Tool 6: Guiding questions for dividing contracts into lots for GRPP
            • Light regime for social, health and other specific services
            • Tool 7: Guiding questions for applying GRPP under the light regime
            • Tool 8: Guiding questions for applying GRPP under the light regime
            • Reserved contracts
            • Preparing tender documents
          • Procurement stage
            • Exclusion grounds
            • Selection criteria
            • Technical specifications
            • Tool 9: Decision tree for setting GRPP selection criteria
            • Award criteria
            • Tool 10: Formulating GRPP award criteria
            • Tool 11: Bidders’ concepts to ensure the integration of gender aspects
            • Use of labels/certifications
          • Post-procurement stage
            • Tool 12: Checklist for including GRPP contract performance conditions
            • Subcontracting
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            • Reporting
            • Tool 13: Template for a GRPP monitoring and reporting plan
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          • Step 1: Define the purpose and objectives of police risk assessment
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        • Principle 1. Adopting a gender-specific approach
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      • Foreword
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      • Introduction
        • Still far from the finish line
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  • Gender stereotypes
  • Search for gender stories

My personal story

PrintDownload as PDF
Narrative
Country: Poland
Sex:
Female
Primary Topic:
CHILDHOOD / FAMILY LIFE / RELATIONSHIPS
Year:
1945, 1960

R: My father thought that sport is the best thing and yet this energy needs to be tamed somehow. So very early in my life, I started… I was doing whatever possible. I practiced figure skating. Until today, I am a passionate skier. […] I used to swim professionally. I professionally practiced swimming for 13 years. I swam for the representation of Poland. I swam on the national team. Some silly stuff like this. And I swam some idiotic style – butterfly. What else? Everything: I practiced high jump, played basketball, volleyball, but I was hopeless in volleyball. And I used to do all these things. In the meantime, I had to take care of the house and I had to take care of the house in a very serious and responsible way, like a woman.

I: What do you mean by “like a woman”?

R: Because everything in the household belonged to me [she means all the chores]. Simply everything.

I: You mean already in your own house, not at your parents’? […]

R: In my parents’ house. Because my mum died very early. For a year, my mum was dying at home from cancer, so this was a nightmare. And in 1939, on the 3rd day of the war, September 3, my father lost his leg. He was on his way to the regiment and then he was on crutches. On crutches and used a walking stick. But until the end of his life, he worked and he supported the household afterwards, after the war. My mum died in 1954, so it was very long time ago. I had two younger sisters, a father without a leg, who worked, my sport, school. Good that I learned, surprise, surprise. No one knows when. And I had to remember about everything. Big apartment… Oh, and there was a very big poverty after the war. After the war, there was a horrible poverty since absolutely everything that we had got lost during the war and [we had] only what my father earned. So, you get up in the morning, you think that one has no… her sandals… or a strap is ripped off and I need to sew it. The other needs her collar to be replaced. You need to prepare a sandwich for the father, make a breakfast for him. And for myself. And then to school and laundry. I remember, doing laundry was a nightmare. Four floors, coal up to the laundry room since it was these pre-war block of flats. Actually, it was a beautiful, big apartment. The apartment had to be cleaned. How I managed to do it all, I simply do not know. But I did.

I: And do you think that this resulted from the fact that you were the oldest out of all siblings, right? Or do you think that it was also influenced by the fact that you are a woman? Since, for instance…

R: It’s difficult for me to define it now, however when my mum was still alive… when my mum was still alive, when my grandma was still alive… I am of the old school and one believed that a woman is responsible for the household. A man is supposed to provide money for this household. My mother never worked since my father considered it demeaning that a woman would have to go to work. It was unthinkable. And so it was. And besides, the situation forced me to do it.
***

I: And how was it then in your own house?

R: In my own house…

I: Since for sure, the way you were brought up…

R: Had an effect on my own household. My home with my husband was… it was a very good home. Very good home. I took care of the household. Home existed… home was created by me. But it was created by me for him. He was the head of the house… no, I put it wrongly. Everything was done in order to make him feel fine and happy. He tried to help me with everything, but not always it worked out for him. Sometimes, this non-technicality of his was tiring. Still, I have never done anything - I thought it should be like this – that he could be unhappy with. The door of the house was never closed. Since my husband… they always said that he was an institution, not a man. He had a great knowledge and big community conviction. He had lots of friends all around the world. One day, I set the table 17 times; so many times the guests appeared. They were there all the time. I had enough of it. And now it’s a mortuary since rarely someone comes to visit, very rarely. After his death, somehow this house ceased to exist. It means, he was there and that’s why the home existed. And this house was created by me. From the beginning to the end. And there was everything in the house. He was able to invite people in at 23h00-24h00 at night. “Name respondent, you know, we are sitting here in the library and still working on something, we are hungry, prepare some supper for us”. “And how many of you are there?”, “Six”. And they used to come at 24h00 at night and I used to prepare a hot meal for all six of them since I always had everything done.
***

I: So you reconciled running the household with…

R: Always and I always worked. I always worked and I worked a lot. And since my husband was… after all a university professor so he was very knowledgeable, but so what, he used to give money away. He had no clue about the value of money. There was nothing like my money and your money in our house; there was just money, if there was not enough, there was not enough. And I took care so it was there. I took care about it. And since God punished me in a way – it’s God’s punishment - I will do everything. I can do even the things about which I do not know that I can do. For real.

I: So I understand that since the organization of the household looked this way and judging from the way you’re talking about it, you did it all with pleasure?

R: Always, always.

I: So it was not some kind of a burden?

R: No and until today no work is a burden to me.

Polish

R: Tato uważał, że sport jest najlepszą rzeczą, a jednak energię trzeba jakoś przytemperować. Więc bardzo wcześnie zaczęłam... Robiłam wszystko, co można. Jeździłam figurowo na lodzie. Do tej pory namiętnie jeżdżę na nartach. Właśnie wróciłam, byłam w Alpach, byłam na lodowcach.

I: No właśnie widzę, że Pani taka opalona.

R: No byłam, ale już dwa tygodnie temu wróciłam. Zawodniczo pływałam. Pływałam 13 lat zawodniczo. Z tego pływałam w reprezentacji Polski. Pływałam w ścisłej kadrze. No takie tam różne dyrdymały. Jeszcze jakimś kretyńskim stylem pod tytułem motylek. Co jeszcze? No wszystko, skakałam wzwyż, grałam w kosza, grałam w siatkówkę, ale w siatkówkę beznadziejnie. No robiłam wszystko. W między czasie musiałam się zajmować domem i to domem musiałam się zajmować w sposób bardzo poważny i bardzo odpowiedzialny, po babsku.

I: A co to znaczy po babsku?

R: Bo wszystko do mnie należało w domu. Po prostu wszystko.

I: Ale to już w Pani domu, nie u rodziców?

R: Nie, w rodzinnym domu.

I: A, w rodzinnym domu.

R: W rodzinnym domu. Dlatego, że moja mama bardzo wcześnie zmarła. Mama rok czasu umierała w domu na raka, więc to było koszmarne. A w 1939 r., w trzecim dniu wojny, 3 września, ojciec stracił nogę. Jechał do pułku i był o kulach. O kuli i o lasce. Ale do końca życia pracował i on utrzymywał dom potem, po wojnie. Mama zmarła w 1954 r., więc to bardzo dawno. Miałam dwie młodsze siostry. Ojca bez nogi, który pracował, mój sport, szkoła. Dobrze się uczyłam, o dziwo. Nie wiadomo kiedy. I musiałam pamiętać o wszystkim. Duże mieszkanie... Acha i była bardzo duża bieda. Po wojnie była straszna bieda, dlatego, że absolutnie wszystko, co mieliśmy zginęło w czasie wojny i tylko to, co tata zarobił. Więc wstać rano, pomyśleć, że jedna nie ma... jej sandałki... czy się zerwał pasek, muszę przyszyć. Drugiej trzeba kołnierzyk wymienić. Ojcu naszykować kanapki, zrobić mu śniadanie. Sama sobie też. I do szkoły i pranie. Ja pamiętam pranie to był jeden koszmar, pranie. Cztery piętra, węgiel na górę, bo do pralni, bo takie bloki przedwojenne. Zresztą piękne mieszkanie, duże mieszkanie. Mieszkanie musiało być wysprzątane. Jak ja to robiłam, to ja po prostu nie wiem. Ale robiłam.

I: A myśli Pani, że to wynikało z tego, że była Pani najstarszym z rodzeństwa, tak? Czy myśli Pani, że wpływ na to miało to też, że Pani jest kobietą? Bo jeżeli na przykład...

R: Trudno mi to w tej chwili określić, ale niemniej jeszcze żyła mama... jak żyła mama, jak żyła babcia, to... No ja jestem starej daty, w związku z tym tak się uważało, że kobieta odpowiada za dom. Mężczyzna ma zapewnić pieniądze do domu. Mama nigdy nie pracowała, bo ojciec to uważał za ogromny dyshonor, że kobieta miała iść do pracy. To w ogóle było nie do pomyślenia. No i tak to było. A poza tym sytuacja zmusiła do tego, że ja musiałam to robić. Nikt inny tego nie mógł zrobić. One były ode mnie młodsze. Tata sobie poszedł do kuchni, nalał sobie herbatę do szklanki, ale przecież w zębach szklanki nie przeniósł do pokoju. Jak miał rękę... tu kula, tu laskę, no to jak. I tak dobrze, że zarabiał. Ja z tego sportu też w końcu jakieś pieniądze były, to wystarczyło. Śniadania miałam w klubie, potem... No te pieniądze to były śmieszne. To nie ma porównania z tymi, jak za mistrzostwo polski dostałam piękny prezent, bo dostałam sweter. Tak, po prostu dostałam sweter. Czerwony, wełniany sweter, który gryzł jak cholera, ale był piękny, czerwony. Co było wielką nagrodą.

I: A jak to potem było w takim razie u Pani w domu?

R: A w moim domu...

I: Bo to na pewno to, jak została Pani wychowana...

R: Rzutowało potem na dom. Mój dom z moim mężem był...to był bardzo dobry dom. Bardzo dobry dom. Domem ja się zajmowałam. Dom istniał... dom był stworzony przeze mnie. Ale dom był tworzony przeze mnie dla niego. On był głową domu... nie, to też źle powiedziane. Wszystko było robione, żeby jemu było dobrze i żeby on był zadowolony. On mi starał się we wszystkim pomagać, ale no nie zawsze mu to wszystko wychodziło. Czasem ta jego nietechniczność była męcząca. Niemniej nie zrobiłam nigdy nic takiego - tak uważałam, że tak trzeba - z czego on mógłby być niezadowolony. W domu nie zamykały się drzwi. Ponieważ mój mąż... zawsze mówili o nim, że to jest instytucja, nie człowiek, O wielkiej wiedzy, o wielkim społecznikowskim takim zacięciu. Z mnóstwem przyjaciół na całym świecie. Jednego dnia nakrywałam 17 razy do stołu, tyle razy byli goście. Ciągle byli. Ja miałam tego potąd. A w tej chwili to jest trupiarnia, bo rzadko kto przychodzi, bardzo rzadko. Po jego śmierci jakoś ten dom przestał istnieć. To znaczy on był i dlatego był dom. I ten dom ja tworzyłam. Od początku do końca. W domu było wszystko. On potrafił o 11.00-12.00 w nocy zaprosić ludzi. Name respondent, wiesz, tutaj koledzy siedzimy w bibliotece jeszcze opracowujemy coś, jesteśmy głodni, zrób nam jakąś kolację. A ilu was jest? Sześciu. I przychodzili o 12.00 w nocy i ja dla sześciu szykowałam gorące jedzenie, bo ja miałam zawsze wszystko zrobione. Moim życiem kieruje lenistwo w pierwszym rzędzie. Cokolwiek robię, ale tego nie nauczył mnie ojciec. Był też bardzo pięknym człowiekiem. Cokolwiek zrobisz, to... Nie, inaczej. Jeżeli coś można poprawić, to jest źle zrobione. Ale wiesz, to jest cokolwiek. Jeżeli można, nie wiem, doszorować ten brzeżek, to jest brudna filiżanka. Jeżeli coś jest przyszyte, ale gdzieś tam jedna niteczka puszcza, to jest źle zrobione. Ojciec był jubilerem. Ale i ja się tego nauczyłam i nauczyłam się, że tak jestem, nie wiem skąd mi się to wzięło, ani jedna siostra, ani druga siostra, o ojcu trudno mi powiedzieć, o mamie jeszcze trudniej... Mama była bardzo pogodna, to jedno na pewno. Ale ja byłam tatusiową córką. Mama była, no bo jak to dom bez mamy, no musiał być, ale ojciec był najważniejszy. Wszystko cokolwiek się robi to tak pomyśleć, żeby więcej do tego nie wracać i jeżeli można, to tak zrobić, żeby drugi raz tego nie robić. To są głupie rzeczy, ale ugotuję zupę jakąś wielką, bo to przecież czy ja gotuję tyle, czy ja gotuję tyle, to jest tyle samo czasu i tyle samo pracy. To zawsze zrobię więcej, ale resztę zamykam w słoiku. U mnie strych jest zawsze pełniuteńki. No bo jak piekę jakąś pieczeń, no to wiadomo, że nie piekę kilograma, bo to mi się nie opłaca. To szkoda czasu. Tym bardziej, że miałam ciągle tą pracę, miałam... jeszcze potem przecież pracowałam w ogóle. Cały czas pracowałam.

I: Czyli łączyła Pani zawsze prowadzenie domu z...

R: Zawsze i zawsze pracowałam. Zawsze pracowałam i pracowałam bardzo dużo. A ponieważ mój mąż był... no w końcu profesor uniwersytetu, więc tak bardo mądry, ale co z tego, pieniądze rozdawał. Nie miał pojęcia o wartości pieniądza. U nas w domu nigdy nie było moje pieniądze, twoje pieniądze; były, zabrakło mi, to zabrakło. To ja dbałam o to, żeby one były. Ja dbałam o to, żeby były. A ponieważ Bozia mnie pokarała, to jest kara boska, ja wszystko zrobię. Ja zrobię nawet to, o czym nie wiem, że ja mogę to zrobić. Naprawdę.

I: Ale rozumiem, że jeśli organizacja domu wasza tak wyglądała i wnioskując z tego, jak Pani o tym mówi, to Pani to robiła z przyjemnością.

R: Zawsze, zawsze.

I: Więc to nie było jakieś obciążenie?

R: Nie i dla mnie do tej pory nie ma żadnego obciążenia żadną pracą. I to ta moja przyjaciółka name friend i mama śmieją się ze mnie, że ja zawsze... ja muszę coś robić. Ja nie umiem nic nie robić. Robię dobrze, robię dokładnie i... ale nie robię dla siebie. Każdy jest jakiś taki inny...

Metadata

Other Topic categories:
EDUCATION
IDENTITY
LEISURE
PROFESSIONAL CAREER
Key actors: 
myself, father, husband
Tags:
breadwinner, caring/carer/care giver, childhood, fatherhood, household assistance, housewife/houseman, love, marriage/co-habitation, motherhood, relationship, responsibility, roles/role pattern, single parent, upbringing, school, health, death, disability, (un-) happiness, character, community, femininity, masculinity, activity, friends, social networks, sports, occupation/job, reconciliation private/professional, salary/income/allowance
Female, 73 Poland

Gender did matter

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