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  • Lyčių aspekto integravimas
    • Kas yra lyčių lygybės aspekto integravimas?
      • Policy cycle
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        • Policy cycle
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        • Economic Benefits of Gender Equality in the EU
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        • Policy cycle
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    • Toolkits
      • 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
        • Back to toolkit page
        • 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
            • Belgium
            • Denmark
            • Finland
            • Sweden
            • Basque country
            • Catalonia
            • Lower Saxony
            • Swedish municipalities
      • 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
            • Gender balance in leadership and decision making
            • Gender equality in recruitment and career progression
            • Integration of the sex/gender dimension into research and teaching content
            • 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
          • Challenges & resistance
        • WHERE
          • Austria
          • Belgium
          • Bulgaria
          • Croatia
          • Cyprus
          • Czechia
          • Denmark
          • Estonia
          • Finland
          • France
          • Germany
          • Greece
          • Hungary
          • Ireland
          • Italy
          • Latvia
          • Lithuania
          • Luxembourg
          • Malta
          • Netherlands
          • Poland
          • Portugal
          • Romania
          • Slovakia
          • Slovenia
          • Spain
          • Sweden
          • United Kingdom
      • Gender-sensitive Parliaments
        • Back to toolkit page
        • 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
        • Back to toolkit page
        • 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
            • Monitoring
            • Reporting
            • Tool 13: Template for a GRPP monitoring and reporting plan
        • References
        • Additional resources
    • Metodai ir priemonės
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    • EIGE leidiniai apie lyčių aspekto integravimą
    • Concepts and definitions
    • Power Up conference 2019
  • Smurtas lyties pagrindu
    • Kas yra smurtas lyties pagrindu?
    • Smurto formos
    • EIGE tyrimai apie smurtą lyties pagrindu
    • Administracinių duomenų šaltiniai apie smurtą lyties pagrindu
      • Duomenų rinkimas
      • Apie įrankį
      • ES žemėlapis
      • Advanced search
    • Nusikaltimų aukų teisių direktyva
    • Smurto lyties pagrindu kaina
    • Cyber violence against women
    • Femicide
    • Intimate partner violence and witness intervention
    • Moterų lyties organų žalojimas
      • Risk estimations
    • Risk assessment and risk management by police
      • Risk assessment principles and steps
          • Principle 1: Prioritising victim safety
          • Principle 2: Adopting a victim-centred approach
          • Principle 3: Taking a gender-specific approach
          • Principle 4: Adopting an intersectional approach
          • Principle 5: Considering children’s experiences
          • Step 1: Define the purpose and objectives of police risk assessment
          • Step 2: Identify the most appropriate approach to police risk assessment
          • Step 3: Identify the most relevant risk factors for police risk assessment
          • Step 4: Implement systematic police training and capacity development
          • Step 5: Embed police risk assessment in a multiagency framework
          • Step 6: Develop procedures for information management and confidentiality
          • Step 7: Monitor and evaluate risk assessment practices and outcomes
      • Risk management principles and recommendations
        • Principle 1. Adopting a gender-specific approach
        • Principle 2. Introducing an individualised approach to risk management
        • Principle 3. Establishing an evidence-based approach
        • Principle 4. Underpinning the processes with an outcome-focused approach
        • Principle 5. Delivering a coordinated, multiagency response
      • Legal and policy framework
      • Tools and approaches
      • Areas for improvement
      • References
    • Geroji praktika, skirta kovoti su smurtu lyties pagrindu
    • Metodai ir įrankiai siekiant kovoti su smurtu lyties pagrindu
    • Baltojo kaspino kampanija
      • About the White Ribbon Campaign
      • White Ribbon Ambassadors
    • Reguliavimas ir teisinis pagrindas
      • Tarptautiniai teisės aktai
      • ES teisės aktai
      • Strategic framework on violence against women 2015-2018
      • Teisinės apibrėžimai ES valstybėse narėse
    • Literatūra ir teisės aktai
    • EIGE's publications on gender-based violence
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  • About EIGE
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      • Darbas su suinteresuotosiomis šalimis
        • About the IPA project
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  • EIGE leidiniai
    • Gender-sensitive Communication
      • Overview of the toolkit
      • First steps towards more inclusive language
        • Terms you need to know
        • Why should I ever mention gender?
        • Choosing whether to mention gender
        • Key principles for inclusive language use
      • Challenges
        • Stereotypes
          • Avoid gendered pronouns (he or she) when the person’s gender is unknown
          • Avoid irrelevant information about gender
          • Avoid gendered stereotypes as descriptive terms
          • Gendering in-animate objects
          • Using different adjectives for women and men
          • Avoid using stereotypical images
        • Invisibility and omission
          • Do not use ‘man’ as the neutral term
          • Do not use ‘he’ to refer to unknown people
          • Do not use gender-biased nouns to refer to groups of people
          • Take care with ‘false generics’
          • Greetings and other forms of inclusive communication
        • Subordination and trivialisation
          • Naming conventions
          • Patronising language
      • Test your knowledge
        • Quiz 1: Policy document
        • Quiz 2: Job description
        • Quiz 3: Legal text
      • Practical tools
        • Solutions for how to use gender-sensitive language
        • Pronouns
        • Invisibility or omission
        • Common gendered nouns
        • Adjectives
        • Phrases
      • Policy context
    • Work-life balance in the ICT sector
      • Back to toolkit page
      • EU policies on work-life balance
      • Women in the ICT sector
      • The argument for work-life balance measures
        • Challenges
      • Step-by-step approach to building a compelling business case
        • Step 1: Identify national work-life balance initiatives and partners
        • Step 2: Identify potential resistance and find solutions
        • Step 3: Maximise buy-in from stakeholders
        • Step 4: Design a solid implementation plan
        • Step 5: Carefully measure progress
        • Step 6: Highlight benefits and celebrate early wins
      • Toolbox for planning work-life balance measures in ICT companies
      • Work–life balance checklist
    • Gender Equality Index 2019. Work-life balance
      • Back to toolkit page
      • Foreword
      • Highlights
      • Introduction
        • Still far from the finish line
        • Snail’s-pace progress on gender equality in the EU continues
        • More women in decision-making drives progress
        • Convergence on gender equality in the EU
      • 2. Domain of work
        • Gender equality inching slowly forward in a fast-changing world of work
        • Women dominate part-time employment, consigning them to jobs with poorer career progression
        • Motherhood, low education and migration are particular barriers to work for women
      • 3. Domain of money
        • Patchy progress on gender-equal access to financial and economic resources
        • Paying the price for motherhood
        • Lifetime pay inequalities fall on older women
      • 4. Domain of knowledge
        • Gender equality in education standing still even as women graduates outnumber men graduates
        • Both women and men limit their study fields
        • Adult learning stalls most when reskilling needs are greatest
      • 5. Domain of time
        • Enduring burden of care perpetuates inequalities for women
        • Uneven impact of family life on women and men
      • 6. Domain of power
        • More women in decision-making but still a long way to go
        • Democracy undermined by absence of gender parity in politics
        • More gender equality on corporate boards — but only in a few Member States
        • Limited opportunities for women to influence social and cultural decision-making
      • 7. Domain of health
        • Behavioural change in health is key to tackling gender inequalities
        • Women live longer but in poorer health
        • Lone parents and people with disabilities are still without the health support they need
      • 8. Domain of violence
        • Data gaps mask the true scale of gender-based violence in the EU
        • Backlash against gender equality undermines legal efforts to end violence against women
        • Conceptual framework
        • Parental-leave policies
        • Informal care of older people, people with disabilities and long-term care services
        • Informal care of children and childcare services
        • Transport and public infrastructure
        • Flexible working arrangements
        • Lifelong learning
      • 10. Conclusions
    • Sexism at work
      • Background
        • What is sexism?
        • What is the impact of sexism at work?
        • Where does sexism come from?
        • Sexism at work
        • What happens when you violate sexist expectations?
        • What is sexual harassment?
        • Violating sexist expectations can lead to sexual harassment
        • Under-reporting of sexual harassment
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My personal story

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Narrative
Country: Romania
Sex:
Male
Primary Topic:
CHILDHOOD / FAMILY LIFE / RELATIONSHIPS
Year:
1970, 1980

I: What is it that you borrowed from your parents’ marriage experience and transferred it in your own marriage experience later on? You’ve mentioned earlier that your wife hadn’t worked after getting married. How was this role distribution in your family negotiated? How have you two decided that she stayed home and take care of children?

R: Well, there isn’t any doubt that poverty was one of the causes, because women were employed for a very short while and they weren’t either capable or… of course, kindergarten was a great help and a huge relief and [pause] but without any doubt, everything related to… I don’t think I followed a traditional norm. I just followed my personal selfishness and nothing else, when I left my wife to do everything related to children’s education. Because it wasn’t just about food and clothing, it was about school education itself, which she took care of almost all the time. But also back then and constantly, she reproaches me for leaving all things on her, that she had to carry the whole burden or most of it and that I should have… she depicts things as if it would have been her decision, her will and she expected me to represent the family in a much better manner.

I: In what sense?

R: Intellectually. She used to say: “You have nothing whatsoever to worry about. You’re the family’s intellectual and that’s also because of my sacrifice so then why aren’t you doing it brilliantly?” And I couldn’t stand this at all [laughs].

I: Were these reproaches motivating for you?

R: No [laughs]. I was equally lazy, even after these reproaches. (...) I wasn’t thinking that I was supposed to brilliantly represent the family intellectually, as my wife certainly seen it, and she considered herself completely aggrieved and I knew this, as I always know that it wasn’t fair by no means. Not necessarily because my wife was intellectually gifted, no. It’s not fair from any point of view to let the other work incredibly hard and you to enjoy the privileges that you’re not even justifying. It’s like taking the privileges for granted an enjoy them.

I: In what moment has your wife started working again?

R: It happened in the ‘80s when she started learning German and this is how everything started changing, because she learned it so well that… she started translating and she translated extremely difficult pieces from German. She translated philosophy, religion and she translated Jung, she translated Heidegger’s Paideea, she translated Walter Benjamin. She translated so many things, many of them being extremely difficult. She translated Moshe Idel from English, Ioan Petru Culianu, that’s where we worked together at translating it in Italian, from Italian in Romanian. But she started massively translating for several publishing houses and she became a very competent translator.

I: How did she take the decision to become involved again in professional life? Practically, it was a life project.

R: This is what she had always waited for. She was waiting for the children to grow up so that she can be free; I mean she was certainly unhappy with her being just a librarian, every day. (...) She knew me well enough to know that I wasn’t quite capable of the greatest benevolence in the world; not that I wouldn’t have been able to have her achievements, which were really remarkable. They are remarkable even today. She always used to say that “I should get a man in the house”, because she is also the technician in the house [laughs]. I never doubted, she says I took advantage of this, but I never once doubted her intellect.
(...)

I: What was your children’s perception on this division of roles? Have you ever felt that they too resorted to the father as the one who comes home after work, at evening and to the mother as the one who takes care of them?

R: No, they resorted to their mother, almost every time they went to their mother.

I: Meaning, they also perceived their mother’s responsibility as being larger than yours?

R: They felt she was the firm ground one could safely walk on anytime they needed her. And even extremely late, after 30 years, they still tell her things that I suppose they should tell me, traditionally speaking. Everything, their love lives’ misfortunes, it’s her that she finds out, and not me. That means they trust her more than they trust me and nowadays and good for them [laughs].

I: For what kind of situations did they come to you during their childhood or adolescence years?

R: I can remember one of the situations. It wasn’t a recurrent situation. Once they whined about a dog who used to be the whole neighborhood’s terror and I left home armed and ferociously angry, which the poor dog was in the end spared of (…) Well, I’m not saying these are the only ones, but it was obviously about situations pertaining to physical force [pause] and about literature they used to come to me.

I: (...) Have you advised your children to take a different approach on marriage and role distribution within marriage? I mean, different from your experience or your parents’ experience? Do you have a set of lessons?

R: I do, but I never taught them. Virtually, I agree that there should be an absolute equality between sexes, but in the same time I take advantage of the way how – due to tradition’s inertia which leads to separation of roles and definitely to an easier life for men, because men, not only from my generation, but also for the next generations, have it much easier. I mean they gain much more rights than women do. It’s not about the wages or intellectual abilities, but in another sense, in a sexual sense it’s definitely differently seen. Men are generally considered heroes when beside their wife they have one or more mistresses, while the woman is considered a whore [laughs]. I always said that I think I would be terribly miserable, I always told my wife, although it didn’t happen, that she could do the same thing and I wouldn’t mind. She could miss from home, as I used to and I would accept that, it’s her right, especially since I was doing it.

I: And did she take the deal?

R: No, and I don’t think she believed me either, but [pause] I hope I wouldn’t have reacted as other men. I mean, freedom has to be equal, for both spouses, although it obviously isn’t. (...)

Romanian

I: Ma intorc putin la povestea dumneavoastra, cum ati, ce ati preluat din experienta matrimoniala a parintilor dumneavoastra in propria experienta matrimoniala de mai apoi? Ati spus mai devreme ca sotia dumneavoastra nu a muncit dupa casatorie, cum s-a negociat aceasta distributie a rolurilor in familia dumneavoastra? Cum ati decis impreuna ca ea sa ramana sa aiba grija de copii?

R: Pai saracia a fost una dintre cauzele indiscutabile pentru ca am avut extrem de putin timp femei angajate si nu erau nici de isprava si nici …normal gradinita care a fost o salvare, o usurare enorma si [pauza] dar fara indoiala ca tot ceea ce tine de si aici ca fost, nu cred ca am urmat o regula traditionala, pur si simplu mi-am urmat egoismul personal si nu altceva lasand-o pe nevasta mea sa faca tot ce tine de educatia copiilor pentru ca nu era vorba numai de hrana si de imbracaminte, era vorba chiar de educatia scolara de care s-a ingrijit ea aproape tot timpul. Dar foarte mult si atunci si permanent este un repros din partea ei ca am lasat lucrurile numai in seama ei, ca ea a dus tot greul sau cea mai mare parte si ca eu ar fi trebuit oricum sa... ea prezinta lucrurile ca si cum ar fi tinut de o decizie a ei, de vointa ei si se astepta din partea mea sa reprezint mult mai bine familia.

I: In ce sens?

R: In sens intelectual. Imi spunea ea: ”Tu totusi nu ai nici o grija si esti intelectualul familiei si printr-un sacrificiu al meu, atunci de ce nu o faci intr-adevar excelent!” si eu nu inghiteam deloc [rade].

I: Si va motivau reprosurile acestea?

R: Nu [rade]. Am ramas la fel de lenes cu toate reprosurile acestea.

I:Pe dumneavoastra v-a multumit aranjamentul? Simteati ca este un model care poate sa functioneze? Modelul de sot care aduce banii in casa si sotie care se ocupa de cele domestice?

R: De fapt aduceam mai mult dar nu foarte mult, nu era o diferenta foarte mare intre salariul meu de cercetator si al ei de bibliotecar. Era evident o diferenta dar nu enorma, nici vorba de asa ceva si eu ar fi trebuit daca mi se incredintase ceea ce niciodata nu am..adica nu am…nu m-am gandit vreodata la asta. Nu m-am gandit ca eu ar trebui sa reprezint cu stralucire familia in intelectual cum cu siguranta se gandea nevasta mea si se considera complet neindreptatita iar eu stiam, cum stiu intotdeauna ca nu era drept in nici un caz nu neaparat pentru ca sotia mea era inzestrata intelectual, nu, nu e corect din nici un punct de vedere sa il lasi pe celelalt sa trudeasca enorm si tu sa te bucuri de privilegiile pe care nici nu le justifici. Sunt privilegii ca si cum ar fi cele innascute si te bucuri de ele.

I:In ce moment si-a reluat sotia dumneavoastra lucrul?

R: S-a intamplat in anii `80 cand a inceput sa invete germana si de aici s-au schimbat toate lucrurile pentru ca a invatat atat de bine incat…existau sedimente in memorie din copilarie dar care nu au ajuns niciodata foarte departe si a inceput sa traduca si a tradus lucruri extrem de dificile din germana. A tradus filozofie, religie si a tradus Jung, a tradus Paideia a lui Heidegger, a tradus Walter Benjamin. A tradus foarte multe lucruri, extrem de dificile foarte multe dintre ele. A tradus pe Moshe Idel din engleza, pe Ioan Petru Culianu, acolo am lucrat impreuna la traducerea in italiana, din italiana in romana. Dar a inceput sa traduca masiv si pentru mai multe edituri si a devenit o foarte buna traducatoare.

I:Cum a luat decizia sa se implice din nou in viata profesionala? Practic a fost un proiect de viata.

R: Asta astepta tot timpul. Ca astepta sa creasca copiii, sa se elibereze adica cu siguranta a fost in fiecare zi nemultumita ca este o simpla bibliotecara.

I:Cati ani aveau copiii dumneavoastra cand s-a lansat in traduceri?

R: Erau inca mici, opt, noua ani sa fi avut cand a inceput de fapt studiul si studiul a si eliberat-o in buna masura de statutul inferior sa spunem.

I: In ce masura sistemul scolar era un argument intr-o eventuala discutie despre o mai mare implicare profesionala din partea ei? V-ati pus vreodata problema sa va lasati copiii in grija gradinitei si dupa aia a scolii? Existau posibilitati din acestea institutionale sa…?

R: In gradinita, in gradinita aveau un program prelungit dar cu scoala nu stiu daca aveau.

I:Dar stiu ca exista si cred ca si acum exista posibilitatea de a da copiii la cresa de la un an sau de la o varsta din asta foarte mica.

R: Nu, la asta nu ne-am gandit deloc, adica era mult prea devreme. Nu eram nici obligati sa o facem pentru ca familia totusi contribuia si ea, cand era cel mai greu, cand erau foarte mici am avut cateva femei care au fost aproape toate un dezastru.

I: Deci ati apelat la dadace mai degraba decat la gradinita?

R: Da, sigura ca da, prin publicitate, prin…si cele mai multe care faceau meseria asta, nici nu era meseria lor si nici nu erau calificate pentru asta, o singura femeie era de isprava si probabil ca nu intamplator, era nemtoaica, vegetariana, avea foarte multe. Unul dintre copii era in grija ei si a durat o perioada asta. L-a crescut excelent fara nici o plangere.

I: Asta se intampla in paralel cu mersul la gradinita?

R: Nu, inainte de gradinita. Ca tocmai asta era, cand a inceput gradinita care era extrem de aproape de casa si o gradinita foarte buna, [pauza] foarte multe dintre greutati au disparut, au fost preluate de gradinita si oricum nimeni nu avea cum sa aiba un program extrem de liber. Nu puteam sa stau in fiecare zi cu ei sa am grija de ei.

I:Spuneati mai devreme ca sotia dumneavoastra tinea sa prezinte situatia ei ca tinand de propria ei vointa, de propria ei alegere, de ce credeti ca a ales sa prezinte lucrurile in felul acesta?

R: Da. A ales de dragul copiilor. Ah nu, sa prezinte lucrurile in felul asta, sigur ca daca ea nu ar fi vrut sa faca in casa absolut toate lucrurile si ar fi vrut sa impartim egal responsabilitatile casei, s-ar fi schimbat lucrurile numai ca nu se schimbau in bine. Ea ma cunostea suficient de bine incat sa stie ca nu eram in stare chiar cu cea mai mare bunavointa din lumea ca nu as fi reusit sa am performantele ei care erau intr-adevar remarcabile. Remarcabile si astazi, ea spunea mereu ca ar trebui sa imi iau un barbat in casa pentru ca ea este si tehnicianul casei [rade]. Nu m-am indoit nici o clipa, ea spune ca am profitat de asta, dar nu m-am indoit nici o clipa de intelectul ei numai ca intr-adevar nu avea cum sa se manifeste in afara de operatiile de biblioteca care sunt rutiniere si nu avea cum atata vreme cat mai mult de o jumatate de zi era ocupata de …

I: Cum au perceput copiii dumneavoastra aceasta diviziune de roluri? Ati simtit vreodata ca si ei apeleaza la tata ca cel care lucreaza si vine seara acasa si la mama ca cea care are grija de ei?

R: Nu, apelau la mama. In aproape toate imprejurarile apelau la mama.

I: Adica simteau si ei responsabilitatea mamei lor mai mult decat a dumneavoastra?

R:Simteau ca ea era taramul ferm pe care poti sa calci oricand se poate apela la ea si chiar extrem de tarziu dupa 30 de ani, tot ei ii spun lucruri care banuiesc ca ar trebui sa mi le adreseze mie traditional vorbind. Tot, nefericirile sentimentale tot ea le afla si nu eu, inseamna ca au mai mare incredere in ea decat in mine si in ziua de azi si bine fac [rade].

I: Pentru ce situatii apelau sau veneau la dumneavoastra in copilarie si in adolescenta?

R: De una dintre ele imi aduc aminte, nu era, nu se repeta in mod curent. Odata s-au plans de un caine care era teroarea intregului cartier si am plecat inarmat de acasa si cu o furie feroce de care sarmanul caine a fost ferit pana la urma. Am plecat cu un bat zdrazvan, un soi de bata mai degraba cu gandul sa il termin o data pentru totdeauna si cainele s-a speriat. Era cainele unor paznici care nu il tineau inchis si m-am repezit la el si nu l-am nimerit iar batul s-a rupt in doua pentru ca era vechi, era putred si asa a scapat [rade]. Daca nu se rupea, repetam lovitura si de atunci incolo, bine [pauza] nu stiu cum s-a rezolvat, nu stiu daca el a atacat pe cineva sau nu, eu insa am fost multumit, poate ca s-a speriat si cainele. Si m-au chemat alta data cand unul din copii a fost batut de un altul care era si el teroarea intregului cartier. Si m-am dus la el si nu i-a fost bine absolut deloc. Cred ca nici nu am avertizat, am intrebat cine este, i-am dat o palma, a zburat si s-a cumintit, nu a mai vrut sa repete experientele. Era asa cum se intampla in orice grup de copii, cel care avea cea mai mare agresivitate si rautate si absolut pe nedrept ii lovea pe ceilalti sau ii jignea, cu mine nu a mai fost cazul. Bine, nu spun ca sunt singurele, dar imprejurari care tineau de forta fizica evident [pauza] si in privinta literaturii apelau la mine.

I:Deci erati persoana responsabila cu biblioteca in casa. I-ati sfatuit pe copiii dumneavoastra sa abordeze casnicia diferit si distributia rolurilor in casnicie diferit fata de experienta dumneavoastra sau fata de experienta parintilor dumneavoastra? Aveti un set de lectii?

R: Da, dar nu le-am predat niciodata. In principiu, sunt de acord ca ar trebui sa existe o egalitate absoluta a celor doua sexe dar profit in acelasi timp de modul in care, de inertia traditiei care duce catre separarea rolurilor si catre o viata mai usoara indiscutabil pe care o duce barbatul pentru ca barbatul nu numai in generatia mea, ci in generatiile urmatoare o duce cu mult mai bine adica i se acorda cu mult mai mari drepturi decat femeii. Nu in privinta salariului sau a capacitatii intelectuale dar in alta directie, in directia sexuala este evident cu totul altfel privit. Barbatul e privit ca un erou in genere cand…pe langa nevasta are una sau mai multe amante, pe cand femeia este privita ca o curva [rade]. Eu am spus intotdeauna, cred ca as suferi groaznic, i-am spus intodeauna nevestei mele desi nu s-a intamplat ca ar putea sa faca si ea acelasi lucru si ca nu m-as supara. Ar putea si ea sa lipseasca de acasa cum lipseam eu si ca as accepta, e dreptul ei, mai ales daca eu fac asta.

I: Si nu a acceptat targul?

R:Nu, si cred ca nici nu m-a crezut dar [pauza] sper ca nu as fi reactionat ca alti barbati. Adica libertatea trebuie sa fie egala, libertatea ambilor soti desi evident ca nu este si poti sa te gandesti de pilda la lucrul elementaR: la felul cum este privita o femeie beata fata de un barbat beat. Barbatul beat e privit cu indulgenta si poate sa fie si un titlu de glorie alcoolismul dar pentru o femeie nici pe departe.

I: Da, pentru ca are o legatura si cu dezinhibitia care la o femeie e mai degraba sanctionata.

R:Da, dar femeia este privita ca mult mai urata si dizgratioasa cand bea decat barbatul care bea desi poate sa aiba si el toate cusururile din lume, sa…[pauza] insa femeia e ca si cum ar trebui sa reprezinte frumusetea care nu e alterata de bautura. E condamnata categoric cand bea.

I: Va multumesc.

Metadata

Other Topic categories:
IDENTITY
PROFESSIONAL CAREER
SOCIETAL CONTEXT
Key actors: 
myself, partner
Tags:
adultery, breadwinner, caring/carer/care giver, fatherhood, housewife/houseman, marriage/co-habitation, motherhood, responsibility, roles/role pattern, upbringing, deprivation, masculinity, sexual identity, ambition, competences, reconciliation private/professional, care facilities, patriarchy/matriarchy
Male, 65 Romania

Gender did matter

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