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  • Menu
  • Gender mainstreaming
    • What is Gender mainstreaming
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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
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          • Bulgaria
          • Croatia
          • Cyprus
          • Czechia
          • Denmark
          • Estonia
          • Finland
          • France
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      • 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
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        • Mapping the current status and potential of administrative data sources on gender-based violence in the EU
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          • 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
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        • Step 1: Identify national work-life balance initiatives and partners
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      • Toolbox for planning work-life balance measures in ICT companies
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    • 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
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      • 6. Domain of power
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        • Democracy undermined by absence of gender parity in politics
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      • 7. Domain of health
        • Behavioural change in health is key to tackling gender inequalities
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      • 8. Domain of violence
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      • 10. Conclusions
    • Sexism at work
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      • Part 2. Test yourself
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        • How can all staff create cultural change
        • How can I report a problem?
        • Eradicating sexism to change the face of the EU
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My personal story

PrintDownload as PDF
Narrative
Šalis: France
Sex:
Male
Primary Topic:
CHILDHOOD / FAMILY LIFE / RELATIONSHIPS
Metai:
2000, 2010

R: My father worked while my mother stayed at home, and they did everything possible to encourage me to have a decent (working) position, but they didn’t insist that much for my sisters… When I wanted to get married, they fixed as a precondition for me the fact to earn my own salary, which is quite understandable, after all. And therefore, when my children were born, I was already working. And at this time, I remember we were entitled to take a 3 days leave for a child’s birth. Although I did not work for long as an employee – later I always ran my own businesses, I was an employee when my first child was born. So I took those three days, and passed those three days, I went back to work. (...) And I know it was really very, very strange and that not having this daily, permanent relationship with my children, made me feel a bit strange. My wife took care of them. At this time, she didn’t work and she kept upbringing our children at home until the second – I have two children – was 8. 8 or 9 years old. It was the choice we had made together, but if during these 8 or 9 years, I could have had the opportunity to have 6 months, 1 year perhaps or if my wife would have returned to work while I would have stayed at home for a while, I would have surely loved it. And it created, how would I say, it modifies completely the relationship between a man and his children, between a woman and her children. There are a lot of things which happen consecutively, like a chain-reaction, that make things really different.
(...)

R: (...) In a period (the 1980s), when there were a lot of discussions about gender equality – there are still much debates -, a time when people wanted the same rights for men and women, which I understand in a number of issues, I found it was a pity that men could not have this break to be present with their children.
(...)

R: If I could have taken a parental leave, I think that personally, I would have satisfied my…, how would I say, the pleasure if was for me to stay with infants, because I always really enjoyed the fact to see them to awaken to new things, to evolve in their environment. You know, when kids are really young. And there is also this physical contact, this exclusive relationship that I find really moving and which I really felt when I was a young father. But when you leave to work at 6.45am – because we lived in Paris’ suburbs and you have to wake up really early to escape traffic jams – and when you come back, it’s late already. So when you leave at 7.30am and you come back at 8.30-9pm, you don’t see your kids, basically.

French

I: Vous pouvez y aller, si vous voulez partir sur cette...

R: Non, mais l'idée c'était ça, enfin, le moment de mon existence où j'ai eu l'impression que la... qu'il y avait une différence entre le statut de l'homme et les statut de la femme, y compris si à cette époque-là, le statut de la femme, il n'était pas particulièrement enviable pour d'autres raisons, quoi, mais c'est que, quand j'ai commencé à travailler, bon j'ai eu des enfants peu de temps après, quoi et à l'époque, il y a 23 ans, il n'y avait pas de formules, dont on entend parler aujourd'hui, etc.... de congés parental qui peuvent être pris par le père ou...

I: Partagés...

R: ... ou partagés, etc. Et donc à ce moment-là, dans ma famille, c'était très clair que c'était l'homme qui devait travailler. Mon père travaillait, ma mère était à la maison, donc ils ont tout fait pour me pousser moi à avoir une situation correcte, et ils ont pas été insistants sur mes sœurs. Ça, c'était déjà une première diversification... Ce qui fait qui, que quand j'ai voulu me marier, le préalable (rire) qu'avaient posé effectivement mes parents - ce qui peut effectivement se concevoir - c'était que je travaille. Et donc quand mes enfants sont arrivés, je travaillais, quoi. Et à cette époque-là, je sais que j'avais... qu'on avait le droit de prendre trois jours pour une naissance, un truc comme ça, donc j'ai pas été très longtemps salarié, j'ai toujours travaillé à mon compte, mais j'ai eu un moment où j'étais salarié et au moment de mon premier enfant, je l'étais. Et donc j'ai pris trois jours, et passés ces trois jours, je suis retourné bosser (rire). Et évidemment j'ai élevé mes enfants, etc., mais moi, je suis très papa-poule, j'ai un côté probablement un peu maternel ou féminin, j'en sais rien, mais j'assume de toute façon complètement. Et je sais que ça a vraiment été très, très bizarre et ça m'a fait un drôle d'effet de pas pouvoir avoir cette relation quotidienne, permanente, quotidienne, etc., avec mes enfants. Et, donc, ma femme s'en est occupée. A cette époque-là, elle travaillait pas et elle s'en est occupé, jusqu'à ce que le deuxième - j'ai 2 enfants, jusqu'à ce que le deuxième ait 8 ans. 8, 9 ans. Puisque c'était le choix qu'on avait fait ensemble. Mais si j'avais pu pendant ces 8, 9 ans, où on s'en est occupé, avoir moi 6 mois, un an ou que ma femme aille travailler et que moi j'arrête momentanément, j'aurais adoré ça, quoi. Et ça créée, comment dire, ça change complètement le rapport de l'homme aux enfants, de la femme aux enfants. Il se passe après plein de choses en chaîne, qui font que les choses sont différentes, quoi. Je trouvais qu'il y avait une espèce de...

I: D'injustice?

R: Pas d'injustice, mais enfin que c'était pas normal qu'on soit pas... à l'époque où on parlait beaucoup de l'égalité des sexes - on en parle beaucoup -, donc on voulait que la femme ait les mêmes droits que les hommes, ce que je conçois sur tout un tas de choses, et là je trouvais que c'était dommage que les hommes ils puissent pas avoir ce temps de respiration et de présence à côté de leurs mômes.

I: Et vous aviez le sentiment que l'organisation du foyer au départ - au début vous étiez, en suivant l'injonction presque, la précondition posée par votre père, salarié, c'est à dire plutôt stable...

R: Ca veut dire "assume-toi si tu veux fonder un foyer", ce qui est pas...

I:...inepte.

R: Ce qui est complètement raisonnable, quoi, je veux dire. Non, je dis ça parce que j'avais émis l'hypothèse de me marier avant même de commencer à travailler, parce que j'étais très enflammé vis-à-vis de ma future épouse, qui l'est toujours, d'ailleurs. Et donc, mon père m'avait dit "attends, t'es gentil, vous vivez déjà ensemble, ça va...Tu te marieras, tu officialiseras les choses quand tu seras capable de t'assumer à 100%", et c'est ce que j'ai fait. Mais dans la foulée, il y a des tas de choses que j'ai fait classiquement, comme ce qui était possible pour un homme. Et un homme, il pouvait pas prendre de congé parental. J'aurais pu décider de m'arrêter de travailler, mais, l'éducation...

I: Et votre épouse elle en pensait quoi, elle? Elle était satisfaite de la situation, plus ou moins?

R: Non, non, mon épouse, ça lui... Elle aurait volontiers, peut-être-, retravaillé plus tôt que ce qu'elle a fait, mais elle ne regrette pas du tout et elle est très contente d'avoir, elle, pu rester à s'occuper des enfants pendant X années, quoi.

I: Ils ont combien d'écart, ces enfants?

R: Ils ont deux ans d'écart. 00:05:07-6

I: Donc elle est restée pendant une dizaine d'années, au total.

R: Voilà, c'est ça, pendant dix ans, elle a pas travaillé pendant dix ans, alors évidemment elle a commencé - enfin, elle avait travaillé un peu avant et puis elle a recommencé plus tard. Elle est dans l'éducation national, alors ça facilite un peu ce genre de fonctionnement haché, quoi. Mais moi j'étais dans une entreprise privée, alors dans une entreprise privée, une petite en plus, enfin une moyenne, quoi, on peut pas, enfin c'est beaucoup plus compliqué de jongler avec ce genre de situations. Et donc, elle, elles s'en est occupé pendant 10 ans et elle ne le regrette pas, parce qu'évidemment, bon, il y a plein de cas de figure possible : il y a des gamins qui s'en sortent très bien, y compris si on s'occupe pas d'eux quand ils sont petits, si les parents sont pas tout le temps là. mais ça donne quand même une espèce de tranquillité d'éducation, voilà.

I: Et vous me disiez au départ, que vous auriez bien aimé, finalement, être père aujourd'hui, pour avoir la possibilité de rester, de prendre un congé parental éventuellement. Qu'est-ce que ça aurait changé, à votre avis?

R: De quoi, d'être père aujourd'hui?

I: De, d'avoir la possibilité d'avoir un congé parental, en termes de relations...?

R: Bah si j'avais pu prendre un congé parental, il me semble que j'aurais d'abord assouvi personnellement (rire), ma... comment dire, le plaisir que j'avais à être avec des jeunes enfants, parce que j'ai toujours eu beaucoup de plaisir à voir évoluer, bouger, s'éveiller, etc., les mômes quand ils sont tout petits. Ensuite, il y a une relation de proximité physique très fusionnelle, quoi, qui, comment dire, que je trouve émouvante, quoi, et que je ressentais très fort quand j'étais jeune papa. Sauf que quand on part bosser à 6h45 - parce que quand ... j'étais dans la région parisienne, il faut se lever tôt, pour éviter tous les bouchons, et quand on revient, effectivement, on revient tard - donc quand on se lève, on part à 7h30 et qu'on rentre à 20h30-21h00, bah les mômes, on les voit pas, quoi. On les voit le WE, voilà. Donc toute cette phase où ils ont grandi, leurs premières années de découverte, etc., d'éveil, etc., j'en ai pas véritablement profité, sauf à temps partiel. Enfin, c'est le cas de plein de pères de mon âge, et même encore aujourd'hui. J'imagine que la majorité des hommes qui ne s'occupent pas ... majoritairement de leurs gosses, mais c'est quand même un regret (rire).

I: Vous en avez parlé avec vos enfants, aussi? Parce qu'ils atteignent un âge - même si aujourd'hui, on fait quand même les enfants plus tard...

R: Oui, on parle de ces choses-là: je leur ai dit le plaisir que j'avais à être avec eux à cette époque-là, et le regret que j'ai de pas avoir passé plus de temps avec eux, mais c'est comme ça... Alors peut-être que eux auront une façon de voir les choses un peu différente...

I: Ca se dessine?

R: Non, non, ce qui se dessine, peut-être c'est une erreur d'interprétation de ma part, mais j'ai la sensation qu'il y a 25 ans en arrière, il était plus facile de vivre avec un salaire qu'avec... qu'aujourd'hui, quoi. Peut-être c'est une erreur d'interprétation, mais il me semble que globalement le coût de la vie était un peu moins élevé. Mais peut-être je me trompe parce que j'ai pas de compétences économiques dans ce sens. Aujourd'hui, quand je vois les choses autour de moi, j'ai l'impression que beaucoup de jeunes couples sont obligés de travailler tous les deux, quoi. Et dans ce cas-là, ça pose un problème encore différent, c'est sûr que ni l'un ni l'autre n'a véritablement le temps de se consacrer à ses gamins, et je trouve ça dommage, quoi.
(...)

Metadata

Other Topic categories:
IDENTITY
PROFESSIONAL CAREER
SOCIETAL CONTEXT
Key actors: 
myself, father, grand parent
Raktažodžiai:
breadwinner, childcare, fatherhood, love, marriage/co-habitation, roles/role pattern, (un-) happiness, fulfilment, masculinity, role model, career path, reconciliation private/professional, salary/income/allowance, feminism/feminist, sexism
Male, 51 France

Gender did matter

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