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  • Menu
  • Gender mainstreaming
    • What is Gender mainstreaming
      • Policy cycle
    • Institutions and structures
      • European Union
      • EU Member States
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    • Policy areas
      • Agriculture and rural development
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        • #3 Steps Forward
          • How can you make a difference?
        • Economic Benefits of Gender Equality in the EU
        • Policy cycle
      • Education
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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
    • Methods and tools
      • Browse
      • About EIGE's methods and tools
      • Gender analysis
      • Gender audit
      • Gender awareness-raising
      • Gender budgeting
      • Gender impact assessment
      • Gender equality training
      • Gender-responsive evaluation
      • Gender statistics and indicators
      • Gender monitoring
      • Gender planning
      • Gender-responsive public procurement
      • Gender stakeholder consultation
      • Sex-disaggregated data
      • Institutional transformation
      • Examples of methods and tools
      • Resources
    • Good practices
      • Browse
      • About good practices
      • EIGE’s approach to good practices
    • Country specific information
      • Belgium
        • Overview
      • Bulgaria
        • Overview
      • Czechia
        • Overview
      • Denmark
        • Overview
      • Germany
        • Overview
      • Estonia
        • Overview
      • Ireland
        • Overview
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        • Overview
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        • Overview
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        • Overview
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        • Overview
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        • Overview
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        • Overview
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        • Overview
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        • Overview
      • Luxembourg
        • Overview
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        • Overview
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        • Overview
      • Netherlands
        • Overview
      • Austria
        • Overview
      • Poland
        • Overview
      • Portugal
        • Overview
      • Romania
        • Overview
      • Slovenia
        • Overview
      • Slovakia
        • Overview
      • Finland
        • Overview
      • Sweden
        • Overview
    • EIGE’s publications on Gender mainstreaming
    • Concepts and definitions
    • Power Up conference 2019
  • Gender-based violence
    • What is gender-based violence?
    • Forms of violence
    • EIGE’s work on gender-based violence
    • Administrative data collection
      • Data collection on violence against women
      • About the tool
      • Administrative data sources
      • Advanced search
    • Analysis of EU directives from a gendered perspective
    • Costs of gender-based violence
    • Cyber violence against women
    • Femicide
    • Intimate partner violence and witness intervention
    • Female genital mutilation
      • 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
    • Good practices in EU Member States
    • Methods and tools in EU Member States
    • White Ribbon Campaign
      • About the White Ribbon Campaign
      • White Ribbon Ambassadors
    • Regulatory and legal framework
      • International regulations
      • EU regulations
      • Strategic framework on violence against women 2015-2018
      • Legal Definitions in the EU Member States
    • Literature and legislation
    • EIGE's publications on gender-based violence
    • Videos
  • Gender Equality Index
    • View countries
    • Compare countries
    • Thematic Focus
    • About Index
    • Publications
    • Forum 2022
    • Index Game
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  • Gender Statistics Database
    • Browse Gender Statistics
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  • Beijing Platform for Action
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  • About EIGE
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        • About the IPA project
        • Examples from the region
          • Browse
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        • Gender equality indices in the Western Balkans and Turkey
        • Gender statistics in the Western Balkans and Turkey
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    • Gender Equality Forum 2022
      • About
      • Agenda
      • Videos
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  • EIGE’s publications
    • 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
      • Part 2. Test yourself
        • How can I combat sexism? A ten-step programme for managers
        • 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: Latvia
Sex:
Female
Primary Topic:
IDENTITY
Metai:
1940, 1950

R: Well, yes. I remember myself from a very young age, from age of three and even when I was still in a pram. And as I was born during war it was a wonder on its own. (laughs) Then attitude towards me was very positive, there were very few children that time, when I was very little. (…) And then I got in to a contradiction. (…) Our communal flat wasn’t very big, but we were two families in it: us – with father, mama and brother - and our neighbors, [who] had two, they weren’t brothers, but two young men and their mother and father. One of those young men was… I remember when they arrived; he was at the age of thirteen. I was three years old. So he was quite older than I was. But he was an after-war child, he started working early. I don’t know about how many years of education he had or hadn’t. He was very handsome. As I didn’t attend a kindergarten and stayed at home alone often – I went to the neighbors. That was a common thing. And I sat at his lap and… And there were no pantyhoses at that time, not any at all, we wore socks, and socks were held by a rubber band. And he, my neighbor, had a habit of holding his hand on my leg and he somehow slipped with his hand under my panties. I didn’t like it, but I wanted to visit them a lot, because there was no other place to amuse yourself. It repeated often. I don’t know how often, but [it occurred] repeatedly. Afterwards somehow I grew up, started to go to school and didn’t go there anymore and didn’t sit on the lap. But always since then and now more than sixty years have passed, I knew, that I can’t talk about it. Now I understand why I thought so. Then I couldn’t formulate it, because I [I was a child, and] a child is a child. [I didn’t think] why I can’t [speak about it]. But it was a taboo. I couldn’t speak about it. Now I could explain it. And that how I will explain it now, only proves, that I did right by not telling it. If I would have told, it would create a thousand and one problems. We didn’t have where [to go], we couldn’t have a fight with the neighbors, we couldn’t move to another place and… It would ruin the relationships. I would be guilty. And everybody would say that I have either made it up in my fantasy and it actually never happened or that I am a spoiled child –at such age already speaking about such things, or something like that. In any situation I wouldn’t gain from it. And such things like – well, this sexual harassment and so on, that – no one spoke about things like that. And by the way I really was very little. Yes, I didn’t go to school yet… I remember that very well. And I liked that he is older. And he also played with me, talked, in other ways he was very nice to me. And… But that was a moment when I realized, that I… that there are certain things… that I have to keep silent and that it [that things] is not good. (…)

I: But you then said, that all this experience made you feel negative about yourself?

R: Yes! I didn’t love my body. I didn’t love my body. I disliked everything in relation to body. (…) Well, I don’t know if it’s [influence, impact] of the century? Well, partially it is. Because simply this result, this notion, it was from my very early age… from early childhood injected somewhere – well, in sub-consciousness in the beginning, later it formed in consciousness, this negative attitude towards your body, towards everything related the sexual side. To be honest, no one told me how babies are made… (…) I didn’t have the smallest clue about how it is in reality, what and where, and how! But as my sister studied at the faculty of medicine I stealthy read all of her books. So, somehow I got to understand something, but I couldn’t talk it over with somebody, I had such a crippled understanding. But in any case I wasn’t ready for real life, for real relationships. (…)

I: So in summary, the story is about this - that you feel that this feminine part which resides in you already being a child, that it doesn’t let you protect yourself and that you can’t…. that you must keep silent and suffer in silence, right?

R: Yes, yes. For me, yes. One hundred percent! Yes, one hundred percent! You formulated it right. Yes. Yes. (…)

R: (…) Well then, when I started dating regularly with my current husband, it was naturally, that everything in our relationship evolved in some way [means sex]. I felt all the time that I’m doing some horrible things. I was such a big girl! Simply I got to know myself and I discovered new feelings, but that was all – I believed that it is bad, it is taboo that [do it that way] and that I am not married, and all [the other]. Because I didn’t have the slightest idea how it should be done. But I was sure, that all I am doing is wrong. (laughs)

Latvian

I: Vai es drīkstu ierakstīt?

R: Jā, lūdzu.

I: Vai Jūs varētu pastāstīt kādu situāciju, kad tas, ka Jūs esat sieviete, nospēlēja, ietekmēja, svarīgu lomu Jūsu, kaut kādā dzīves momentā?

R: Nu jā. Es sevi atceros, starp citu no ļoti agras bērnības, no trīs gadu vecuma un pat tad, kad es vēl biju ratiņos. Un es tā kā, es piedzimu kara laikā, un tas bija pats par sevi brīnums.(Iesmejas) Tad principā pret mani attieksme bija, toreiz jau bija ļoti maz bērnu, attieksme pret mani vienmēr bija ļoti pozitīva, kad es biju pavisam maziņa. Jā, visi tā tur [pozitīvi mani uztvēra]. Es atceros, ka es braucu ratiņos, un man tāds kucēns bija, un es izliekos, ka guļu, a cilvēki saka „Vai abi divi noguruši!”, [bet] es tā turpinu izlikties, ka guļu un tā, visas tās tantes apkārt priecājās. Un pēc tam es nonācu kaut kādā pretrunā. Respektīvi tad, kad es biju mīlēta un tāda, kaut kā tā, kad pēc pāris gadiem tas kaut kur viss nonāca pavisam citā situācijā, ne jau uz reiz, bet pamazām. Un arī mājās viss izmainījās. Komunālā dzīvoklī mēs bijām, mums nebija pārāk liels tas komunālais dzīvoklis, bet nu divas lielas, divas ģimenes: mēs ar tēvu, mammu un brāli un kaimiņos tad bija divi, viņi nebija brāļi, bet nu divi jaunieši un tēvs un mamma. Viens no tiem jauniešiem bija... Es atceros, kā viņi atbrauca, tad viņi atbrauca, viņiem bija kādi trīspadsmit gadi. Man, savukārt, trīs [gadi bija]. Tātad viņš bija krietni vecāks par mani. Nu, bet viņš pēc kara, viņš jau agri sāka strādāt. Cik viņam tur klases, izglītības bija nebija, es nezinu. Viņš bija ļoti simpātisks. Tā kā es negāju bērnudārzā, un es bieži paliku mājās viena, es gāju pie kaimiņiem. Tā bija ierasta lieta. Un apsēdos viņam klēpī un... Un zeķbikšu toreiz nebija, vispār nebija, zeķītēs mēs staigājām. Zeķītēs, un zeķītes turējās ar tādu gumiju. Un viņam bija paradums, tam manam kaimiņam, turēt roku man uz kājas, un viņš kaut kā tā arī iebrauca [ar roku] man zem biksēm [apakšbiksēm]. Man tas nepatika, bet man ļoti gribējās iet ciemos. Jo, nu... nebija jau kur izklaidēties. Tas atkārtojās bieži. Es nezinu, cik bieži, bet atkārtojās. Pēc tam kaut kā, laikam, es izaugu un sāku iet skolā, es vienkārši negāju vairs tur un nesēdēju klēpītē.
Bet vienmēr no tiem laikiem, un tagad jau pagāja vairāk nekā sešdesmit gadi, es zināju, ka es nedrīkstu par to runāt. Tagad es saprotu, kāpēc es tā domāju. Toreiz es nevarēju noformulēt, jo es...bērns paliek bērns. [Es nedomāju], kāpēc es nedrīkstu [pa to runāt]. Bet tas bija tabu. Es nedrīkstēju par to runāt. Tagad es varētu izskaidrot to. Un tas kā es tagad skaidroju, skaidrošu, tas tikai pierāda to, ka es pareizi darīju, ka es nestāstīju. Ja es būtu pateikusi, tas radītu tūkstotis un vienu problēmu. Mums nebija kur [citur likties], mēs nevarējām strīdēties ar kaimiņiem, mēs nevarējām iet kaut kur citur dzīvot, pat, pacelties un...Tas sabojātu visas attiecības. Es būtu vainīgā. Un visi teiktu, vai nu es izfantazējusi to lietu, ka tas nav bijis, vai nu es esmu samaitāts bērns - jau tādā vecumā jau par tādām lietām runā, vai nu vēl kaut ko tādu. Jebkurā situācijā, es nebūtu vinnējusi no tā. Un tādas lietas kā - nu tur tā seksuālā uzmākšanās un tā tālāk, tas - par tādām lietām nerunāja. Un turklāt es tik tiešām biju ļoti maziņa. Jā, es negāju vēl skolā...To es ļoti labi atceros. Un man patika, ka viņš ir vecāks. Un viņš ar mani arī spēlējās, runājās, citādā ziņā viņš bija ļoti labs pret mani. Un... Bet tas bija moments, kad es sapratu, ka es...ka man kaut kādas lietas...ka man jāklusē. Un kaut kas...ka tas nav labi.
Otrs moments, tad es biju vēl mazāka, kas ietekmēja mani, ka es aizgāju ar mammu uz pirti. Vienu reizi, tas tikai bija. Mamma mani vairāk neveda uz pirti. Tad man bija kādi trīs-četri gadi, un es tur nobijos. Es tagad atceros, ka tur bija tumšs, tur tie garaiņi, un tantes bija plikas, un man tas šausmīgi nepatika. Trešo momentu es neizstāstīju. Es izstāstīšu tagad. Trešais moments, man bija seši gadi, es arī vēl negāju skolā, tēvam bija atklātā forma tuberkulozes, un es saslimu ar tuberkulozi un bronhadenītu. Un uz mēnesi mani tur ievietoja sanatorijā. Tas ir sen, tagad jā, baroja ļoti labi, bet priekš tiem laikiem, laikam, pat ļoti labi. Bet tā kārtība tur bija tā kā cietumā. Vecāki, kad atbrauca, viņi pa kaut kādu lielu gabalu [varēja stāvēt], viņi tur pāris reizes ir bijuši, drīkstēja runāt, nedrīkstēja tuvoties. Mums pat drēbes izsniedza kaut kādas citas. Un tā bija, kāpēc es atceros, to gadījumu, tāpēc, ka tā bija pirmā reize, kad es redzēju pliku puiku. A, viņš bija piečurājis gultu, un par sodu viņu auklītes bija meiteņu istabā nolikušas bez biksēm stāvēt. Un tas bija vēlu, mēs jau gulējām. Man bija tik šausmīgi žēl tā zēna! Un es nevarēju viņu aizstāvēt, tāpēc ka nu... nedrīkstēja! Man bija...nu, nu...mokoša sajūta, ja. Es, protams, vienreiz uz viņu paskatījos, vairāk es neskatījos. Kā viņš jutās, es nezinu. Domāju, ka ļoti slikti. Bet es tikai...tas tikai raksturo tur to situāciju. Atkal tā bija kārtējā reize, ka es sapratu, ka tas, kas ir saistīts ar ķermeni... nu ar seksu, ja, ka tas viss ir aizliegts, ka tas ir netīrs, ka tas ir slikts. Nu, tas pats attiecībā uz to, uz tām mēnešreizēm, kas sākās man ļoti agri, un es domāju, ka man visas asinis iztecēs. Pagāja vairākas stundas pēc...kamēr es beidzot pateicu mammai, jo es arī biju ļoti, ļoti maziņa meitene, tikai desmit gadi bija.

I: Bet Jūs toreiz teicāt, ka tas, visa šī pieredze, lika jums justies ..negatīvi pret sevi?

R: Jā! Es nemīlēju savu ķermeni. Es nemīlēju savu ķermeni. Viss tas, kas bija saistīts ar ķermeni man nepatika, es skatījos...

I: Tieši tas sievišķais ķermenis, ja?

R: Jā! Es skatījos spogulī un nebija nekas, kas man liktos, kas manī ir [skaists]. Manas vienaudzes bija glītas, es uzskatīju sevi par ļoti, ļoti neglītu. Kas ne tuvu tā nebija. Es tikai biju, varbūt, kaut kur savādāka vai kā. Nu. Tagad es saprotu meitene kā meitene, ja. Bet toreiz man tas lika...man tās sajūtas bija...es skatījos uz savu kā...vai nu, vai nu es būtu puika, vai nu es būtu...man viss būtu savādāk. Man nepatika [sevī] nekas. Es ļoti agri attīstījos. Man nepatika, ka man jau ir krūtis, nu viss tas, tādas lietas....Man likās ļoti...visus tos skolas gadus es negāju uz fizkultūru, ja. Jo tās mums bija kaut kā kopā, es biju otrā klasītē, un trešā klase bija kopā ar mums, un meitenes par mani smejas, ka man jau ir krūtis. Es sēju tādu lakatu, lai sevi noplacinātu. Un tas viss, tas viss, nu, tas viss kopā ņemtais, lika...tā rezultātā man izveidojās tie kompleksi, ka tas, kas saistīts ar sievišķību, nu, ka tas viss ir ...ka es esmu neglīta, ka tas viss ir nepareizs. Es nezināju kā faktiski būtu pareizi. Nu ko tad tur...

I: Bet, ka tas nav labi?

R: Ka tas nav labi. Un nebija, laikam, neviena, kas man pateiktu, ka tas ir tikai normāli.

I: Vai mēs...te jau sanāk, tā kā, divi stāsti.

R: Jā.

I: Viens [stāsts] par to gadījumu ar kaimiņpuiku, vai Jūs varētu dažos teikumos kopsavilkt to?

R: Jā, jā, es klausos.

I: Vai Jūs varētu dažos teikumos to kop savilkt? Nu pateikt, par ko tas bija?

R: Nu, tas, es nezinu, vai tas ir tā laikmeta [iezīme, ietekme]? Nu, daļēji jau ir tāda. Jo vienkārši, jo rezultāts, ja, tā apziņa, ka man jau bija, jau no pavisam maza [vecuma]... no agrās bērnības kaut kur iepotēta - nu no sākuma zemapziņā, pēc tam tas izveidojās tā kā apziņā, tā negatīvā attieksme pret savu ķermeni, pret visu, kas ir saistīts ar seksuālo pusi. Jāsaka godīgi, man arī neviens nestāstīja, kā bērni radās, bet es lasīju Mopasānu, pēc tam es lielu, ņēmu lielo padomju enciklopēdiju, un laikam man bija kādi sešpadsmit- septiņpadsmit gadi, es tik tiešām domāju, ka cilvēki dzīvo kopā [nodarbojas ar seksu] tik, cik viņiem ir bērni, - varbūt reizi gadā. Man bija, ne mazākās (uzsvērti) saprašanas par to, kas ir reāli, kas, un ko, un kā! Bet tā kā man māsa mācījās medicīnas [fakultātē]..., es pa kluso visas viņas grāmatas izlasīju. Tā kā kaut kādā veidā, kaut ko es sapratu, bet izrunāt es ne ar vienu nevarēju, man bija tāda izkropļota izpratne. Bet katrā ziņā es nebiju gatava reālai dzīvei, reālām attiecībām. Man vajadz [vajadzēja]... Jā, man bija ļoti grūti. Nākotnē es visu to centos mainīt, tā kā es biju ļoti neveikla, un es tur atpaliku..

I: Bet tas bija saistīts ar to gadījumu, ka tas, vot, ar to puisi?

R: Jā. Nu, protams, ka bija.

I: Tad sanāk, tas stāsts ir par to, ka tas, ka Jūs jutāties, ka tas sievišķais, kas jau Jūsu kā bērnā ir, ka tas neļauj Jums sevi aizstāvēt un nedrīkst...nu,[ka vajag] kaut kā pieklusināt sevi un ciest to, vienkārši, klusu, ja?

R: Jā, jā. Man jā. Simtprocentīgi! Jā, simtprocentīgi! Jūs pareizi noformulējāt, jā. Jā.

I: Un, tad tā cita daļiņa ir par to, ka Jūs piedzīvojāt to savu ķermenisko...un izzinājāt savu ķermeni, ka arī tas ir tas, kas klusumā tā kā vairāk.

R: Jā. Absolūti tā.

I: Tā. Vai mēs varam uzskatīt, ka ...ir kaut kādas detaļas, varbūt, ko Jūs gribat piebilst vai nokomentēt? Vai tas, kaut kā mainīja Jūsu bērnu audzināšanu, vai kaut kā Jūs to mēģinājāt...

R: Nu jā, ir... Jā. Es vēl atceros, pie tam man bija ļoti laba mamma, bet vienkārši viņa arī par to nedomāja, ka man šausmīgi nepatika, ka viņa bija istabā, kad es ģērbos. Un tas [bija viņai tā normāli], viņa nesaprata, kā viņa [to redzēja, ka momentu kad] papļāpāt vai ko. Es viņu ārā, es dzinu ārā viņu no istabas, man nepatika. Un tas...it sevišķi, tas man nostiprinājās pēc vienas situācijas. Es ģērbos, tagad kā tagad atceros, man bija divpadsmit gadi, un viņa man pasaka, mums ir krievu valoda, krieviski mēs [ar mammu runājām], es pateikšu to krieviski, pēc tam to izrunāsim. „Ой, у (respondentes vārds) торс как у тридцатилентней!” (Alisei rumpis kā trīsdesmit gadīgai [sievietei]!) Viņa jau negribēja neko ļaunu teikt, es teicu, ka es jau agri biju jau nobriedusi. Bet mani nez kādēļ, tas tik šausmīgi, nu nezinu, aizvainoja, pazemoja. Tas bija tikai vēl vienreiz, [kad man es nodomāju, ka] „Nu ja, es jau izskatos tāda paveca tante!”. Es pirmoreiz nokļuvu pie ginekologa, viņa man arī to pašu paziņoja: ,,O, Jūs jau izskatāties, ka Jūs it kā būtu [trīsdesmit gadīga]...” - pie tam es biju meitene, nezinu, kaut kā adneksītu dabūju, kaut kur saaukstējos. Es tur gribēju...vispār es nezināju, ko darīt: vai skriet prom no tā kabineta vai kā. Tā rezultātā es nebiju izārstējusies līdz galam. Jo tur, tur arī tā attieksme bija! Visa tālākā attieksme bija tieši tāda pati. Tāpat, kad es dzemdēju bērnus - kā pret gaļas gabalu. Nu.

I: Tad mēs varētu teikt, ka tas..vēl tas stāstāmais ir par to, ka tā...ķermenis un veselība, tas visu laiku tā kā mijiedarbojās? Gan Jūs pati tā kā attālināties no tā, gan arī visu laiku tas iet cauri, ka tieši pret sievišķo ķermeni ir veidota tāda attieksme no citu cilvēku puses.

R: Nu jā. Un tad, kad es... Jā. Nu tad, kad es sāku satikties, regulāri, ar savu tagadējo vīru, un... dabiski, ka viss, mūsu attiecības kaut kādā veidā attīstījās [domā seksu]. Es visu laiku jutos, ka es šausmīgi sliktas lietas daru. Es biju [jau] tik liela meita! Vienkārši, es iepazinu sevi un man radās jaunas izjūtas, bet tas bija viss - es uzskatīju, ka tas ir slikti, tas ir tabu un tas... [kā es to daru, bet] nu kā es esmu neprecēta un viss. Jo man nebija, nebija ne mazākā priekšstata kā vajag. Bet es biju pārliecināta, ka viss ko es daru, ir kā nevajag.(iesmejas)

I: Jā.

R: Nu kā mēs noformulēsim? Es nezinu kā ir pareizi.

I: Nu kaut kā mēs aiziesim pie tās būtības. Tas ir tas, ka tas ir sievišķa veselība un ķermenis, ka tas ir arī... ka visur nāk, ka tas ir nelāgi, tā visa vide, tā kā iet uz to, ka liek justies nesaskaņā ar sevi.

R: Nesaskaņā ar sevi.

I: Varbūt tā?

R: Mhh.(piekrītoši) O, tas ir pareizais! Tas ir īstais. Jā, nesaskaņa ar sevi.

Metadata

Other Topic categories:
CHILDHOOD / FAMILY LIFE / RELATIONSHIPS
EDUCATION
LEISURE
PROFESSIONAL CAREER
SOCIETAL CONTEXT
VIOLENCE
Key actors: 
neighbour
Raktažodžiai:
childcare, childhood, conflict, family life, marriage/co-habitation, relationship, degree/diploma, school, health, (giving) birth, ageing, body, health, healthcare, healthcare providers, illness, medicine, reproductive health, sexuality, (un-) happiness, age, appearance/physical beauty, behaviour, body image, deprivation, femininity, language, peer group, privacy, role model, sexual identity, well-being, sports, (un)-paid work, house/housing, poverty, sanctions, social exclusion, abuse, harassment, offender (female or male), physical violence, safety, sexual violence, victim (female or male), war
Female, 68 Latvia

Gender did matter

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