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      • Gender Equality Training
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        • What is Gender Equality Training
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        • 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
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      • Gender Impact Assessment
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        • What is Gender Impact Assessment
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        • 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
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      • Institutional Transformation
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        • What is Institutional Transformation
          • Institutional transformation and gender: Key points
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          • Dimensions of gender mainstreaming in institutions: The SPO model
        • Why focus on Institutional Transformation
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        • 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
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        • Checklist: Key questions for change
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            • 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
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        • 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
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          • 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
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            • Step 6: What comes after the Gender Equality Plan?
          • GEAR step-by-step guide for research funding bodies
            • Step 1: Getting started
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          • AREA 1 – Women and men have equal opportunities to ENTER the parliament
            • Domain 1 – Electoral system and gender quotas
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          • 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
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          • AREA 5 – The parliament complies with its SYMBOLIC function
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            • Domain 2 – Gender equality in external communication and representation
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      • Gender Budgeting
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          • Introducing gender budgeting
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          • 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
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          • 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
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          • Tool 6: Developing quantitative and qualitative indicators for advancing gender equality
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          • Tool 7: Defining gender-sensitive project selection criteria
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          • Tool 8: Tracking resource allocations for gender equality in the EU Funds
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            • Step 1: Ex ante approach
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          • Tool 9: Mainstreaming gender equality in project design
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            • Step 1. Alignment with partnership agreements’ and Operational Programmes’ gender objectives and indicators
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          • Tool 10: Integrating a gender perspective in monitoring and evaluation processes
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            • Tool 8: Guiding questions for applying GRPP under the light regime
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My personal story

PrintDownload as PDF
Narrative
Šalis: Slovenia
Sex:
Male
Primary Topic:
CHILDHOOD / FAMILY LIFE / RELATIONSHIPS
Metai:
1970, 1980, 2000, 2010

I: Can you remember something, maybe in family life, you say there were two children, you and your sister. Were there and differences in upbringing, in what your parents expected of you and your sister?

R: Yes, there were quite some differences. My sister is 10 years younger, I am the older one. I think that especially my mother made a difference between the sexes, I won’t say she exactly forced me, but she expected more from me in a way. I could say so.

I: In what sense?

R: In a sense… Although my sister finished university, Faculty of mechanical engineering quite well, on time and everything. But I felt that they wanted more for me to gain some life goals, career, school.

I: And you think this was connected with a fact that she was a girl and you a boy?

R: Yes, I think so. Especially mother was like that. She has more patriarchal background. I think she comes from the context where more is expected from men.

I: So a son is more important in a way?

R: Yes, more important. Certainly. This is quite present with by my mother. And even now, she still lives in Beograd, she is 81 years old. Very healthy, today it’s her birthday. And now we went to Marathon of Belgrade and my two kids from my first marriage went with me. And she praises my (name son) more than granddaughter. It is horrible in a way, but that’s how it is. I try to control her in doing that, though, but I see that probably it was the same with me and my sister. And (name son) is an angel, right, and she (referring to his daughter) is a competition in a way. I don’t know how to interpret it.

I: Does she allow him more, or did she allow you more, was she less strict with you? Can you remember some event?

R: Yes.

I: That illustrates that?

R: Yes, maybe. It is hard to say, but certainly… Less strict probably, and on the other hand demanding more. It is hard to define it.
(…)

I: And you say it is the same with your children? You have two children?

R: I have two children from my first marriage, now I’m divorced. With this wife I have two children and now I have one child with current partner. We are not married, though. Anyway, yes, she makes differences. I also think that now while she is so old she controls herself less than before. But I think that even 30 years ago she was the same.

I: What, for example?

R: I don’t know, every other thing is hold against (name daughter), “don’t yell,” “don’t do that,” “don’t interfere,” “don’t disrupt the conversation.” And meanwhile my (name son) can interfere with the conversation 10 times and it will be all right. In that way.

I: And you said you try to control her?

R: Yes, before it escalates to maximum I tell her to take it easy with that attitude, but it is hard. It is hard to stop it. And as I said, it has been the same for all these years.

I: And how do you feel as a father?

R: Yes, it is hard. It is hard for sure, while we don’t see each other so often and you convince your daughter that granny loves her. And than it comes to situations like that. Of course at the end everything it sorted out, but not always.

I: And the daughter sees that?

R: Yes she does, of course. We were there a few days ago and she cried. It was again how (name son) is better than she is. Ugly (laughing). What can you do?
(...)

I: How old are they?

R: (Name son) will be 15 in June, (name daughter) will be 11 in October.

I: And does something come between them?

R: No.

I: Does she hold something against him?

R: No, I don’t think so. Well, they go along quite normally, although they quarrel sometimes.

I: I mean because of that.

R: Because of that?

I: Yes.

R: Well, yes, yes. Sometimes (name daughter) says “You are the angel, and I am the ugly one.” It is not fair. But she doesn’t attack him or anything.

I: But they both notice it?

R: Of course.
(…)

I: Were the roles in your family traditionally divided among father and mother, mother cooking and taking care of family, father…?

R: Well, I would say no. My mother had a job as well. She was a professor of Serbo-Croatian language and literature. But for my father I could say he was a scientist. He worked a lot, in the afternoon, in the evening, whole nights. So she let him do his things and she took care of the household. But I remember, though, when me and my sister were small, there was no special cooking going on during the week, we went to a restaurant with our pots and we took our meals home. There was no time. And we could still manage financially.

I: So she wasn’t a typical housewife?

R: No, not at the time. Maybe later, when the kids grew up and she had more time. But also my father helped, it was not like he didn’t do anything. But he had his freedom to be involved with physics and mathematics.

I: And mother took care of the children?

R: Yes, she was more involved with the children.

I: And she was educated as well?

R: Of course, she finished university. Language and literature. But still, she was traditional mother in a way.

I: And did she have any regrets she didn’t make scientific career?

R: Yes, she did. Many times she tells the same story I heard for million times already. About her BA thesis, which was of high quality and dealt with old Croatian literature, with first written documents of language from island Hvar. (…) And her mentor advised her to develop and analyse this topic some more and write a MA or PhD thesis. And yes, I was not ambitious enough and then the child came and obligations. I think that the regrets are present. Somewhere. But it is not too much of a burden.

I: Did she hold it against your father?

R: No, I don’t think so. I think it was nothing like that. She only said she could accomplish something in this direction. As a student she also worked at a radio station, doing child plays, and she said she could also go into this direction. At the end she taught at an automobile school centre. And in every generation she found a student who was more interested. Because these boys were not particularly interested in language, art. But you could find some and she was really reinvigorated. And in these little sparks I could see that maybe she nevertheless would have wished to work in her field more. But she accepted the reality as it was.

I: And in what situations did she tell this story? Just like that or something happened?

R: Well, no. No, no, we talked a lot. I couldn’t say that there were some severe causes and that she would then madly told that. No. I don’t remember that.

Slovenian

I: torej, sem mogoče spomnite kaj v povezavi. Morda družinsko življenje, pravite, da sta bila dva otroka, brat in sestra. So bile morda kakšne razlike v smislu vzgoje, v smislu, kaj so starši pričakovali od vas in od sestre morda kaj drugega?

R: ja saj to bi bile kar razlike. Prvo, moja sestra je mlajša 10 let, jaz sem starejši. Mislim, da je zlasti mama delala kakšno razliko med spoloma in nekako, ne bom rekel, da me je ravno forsirala, ampak mogoče na nek način je več pričakovala od mene. Lahko bi tako rekel.

I: v kakšnem smislu več?

R: v smislu... Čeprav sestra je v končni fazi tudi zaključila, strojno fakulteto je končala čisto v redu, v roku in tako naprej. Ampak se mi je zdelo, da jim je bolj do tega nekako, da, ne vem, da jaz dosežem te neke življenjske cilje v smislu kaj jaz vem, službenem, ali šolstva in tako naprej.

I: pa mislite, da je bilo to povezano s tem, da je ona dekle in vi fant?

R: pa mislim, da ja. Sploh mama. Mama mogoče bolj. Ker ona je bolj iz nekega, včasih so bili patriarhalni bolj. Zdaj, ali pa mislim, da mama je mogoče še bolj iz nekega takega okolja, kjer so forsirali moške mogoče.

I: se pravi je bil sin na nek način bolj pomemben?

R: na nek način bolj pomemben. Prav gotovo. Pri moji mami je to sigurno prisotno in celo zdaj, moja mama živi še v Beogradu še vedno, je pa stara sicer 81 let. Zelo dober držeča, danes ima rojstni dan. 20. april. Ampak je, bom rekel, zdaj smo bili na Beograjskem maratonu in sta bila oba moja otroka iz prvega zakona, in (name son), ki je, vnuka, nekako bolj čisla kot pa vnukinjo. Čeprav, groza na nek način, ampak tako je. Ne vem. Čeprav jaz se trudim, da jo nekje tukaj krotim, ampak točno vidim verjetno da nekje je bil podoben odnos, podobno se je obnašala tudi pri meni in moji sestri. Domnevam, da je to bilo podobno. In spet (name son) je pa angelček, ne, ona je pa na nek način konkurenca. Ne vem, kako bi to interpretiral.

I: pa kaj to, recimo, mu več dovoli, ali da je vam več dovolila, je bila manj stroga do vas? Se spomnite kakšnega primera?

R: ja.

I: ki bi po tem lahko sklepali?

R: ja, mogoče. Ja, mogoče, zdaj prav primer, težko bi rekel, ampak vsekakor... Verjetno res manj stroga, po drugi stran pa meni se zdi celo bolj zahtevna na drug način. Težko bi rekel, da bi to prav definiral.

I: Kaj pa oče?

R: oče, bom rekel, je tako na videz bolj permisiven bil in kakor nekje v drugem planu, vendar pri pomembnih odločitvah se mi je zdelo, da da potem bremzo. Tako, in odloči. V bistvu kakor veto dati. Pri nekih stvareh. Na primer, kaj bi to bilo? Na primer pri navezavi stikov s kakšno žensko, ki prihaja v familijo, ki sem jo spoznal, živim z njo, tu se mi zdi, da je oče bil tisti konservativni element, še malo počakajmo, ni še čas. Nekako v tem smislu. Na primer.

I: pa to samo v vašem primeru ali tudi v sestrinem?

R: ja saj, ja mogoče tudi. Mislim, da tu ni bilo. Tako nekako. Ja, mislim, da pri obeh.

I: pa ste si mogoče, poklic zdravnika je tak spoštovan, se razume kot en uspeh. Ste se morda zaradi mame odločili za ta poklic? Je imelo to kaj vpliva, ko ste rekli, da vas je potiskala, več zahtevala?

R: pa, zdaj ne bom 100% zanikal, da ni vsaj delno to prisotno. Kaj bi rekel? Ena stvar so želje, drugo je potem, kaj ... vidiš, da gre. Eno je recimo ljubezen do biologije, drugo je pa, kaj se s to biologijo v praksi da narediti pri medicini ali pa na primer kot biolog. Mogoče vseeno na nek način se ti zdi pri medicini, da bolj gre za pomembne odločitve, da nekaj lahko narediš zdaj, tukaj. Medtem ko pri biologiji, če ne živiš v nekih prav centrih znanosti, pa skoraj bolj malo lahko narediš. Mogoče to ni res, ampak tako se je mogoče meni zdelo. In sem se tudi zato. Pri tem pa mislim, da je mati malo v tem smislu malo pritiskal, pa kaj bi rekel, me opogumljala v tem smislu, kakor da: medicina. Ja, možno. Možno. Bi rekel, da ja.

I: ampak sestra ima pa tudi strojno fakulteto?

R: ja.

I: bi lahko tudi rekli, mogoče, da je to moški poklic?

R: zanimivo, ja. Oče je delal na strojni fakulteti. Ne vem, zakaj. Zaradi očeta? Ne vem, ne verjamem. Je pa res ona bila bolj tehnično usmerjena, mene pa tehnika, prav tehnika me prav blazno ni. Ne vem, mogoče je pa to kontra. Greš v nasprotno smer, kakor je oče. Mogoče to. Ker on je prav elektrotehnika, fizika, s tem se je oče ukvarjal. Da sem jaz pa prav nasprotno smer, kjer ni, ali pa je bolj malo tega.

I: pa se je od vas pričakovalo, da kot fant, moški ...
(a respondent's phone rings, pause)

I: se je od vas pričakovalo, da ste nekako bolj tehnični, ker naj bi to moški bili? Pa je bil morda oče zaradi tega kaj nesrečen, da tako rečem?

R: ja, oče... nisem imel vtisa, da bi bil prav nesrečen zato ker mene ne mikajo tehnične vede. Mogoče tisti... neki tudi način, kako je oče tiste razlage... Torej, problemov iz fizike, matematike, so se mi zdele tako strašno dolgovezne. Tako. In mogoče me je to na nek način dodatno odbijalo. Jaz sem zmeraj želel preprosto pojasnilo, oziroma po bližnjici nekako. Je pa on menil, da je vedno treba stvar pojasniti od same baze. In to točno, ker potem naslednje faze ne boš razumel. Kar je mene odbijalo. Na primer. Drugače pa nimam vtisa, da bi on bil nesrečen.

I: da bi morda od vas pričakoval več, ne vem?

R: mogoče, mogoče. Ampak...

I: pa da bi kaj pritiskal na vas?

R: ja, ali je to potem v končni fazi pri sestri imelo posledice, da se je ona odločila za to, za tehnično fakulteto. Ne vem, možno. Ampak ni bilo nekega hudega pritiska ali pa neke hude nejevolje.

I: kaj pa, ko ste omenjali, da je vaša mama tudi do vaših dveh otrok? Vi imate dva otroka?

R: jaz imam dva otroka iz prvega zakona, kot že obkroženo tam, sem ločen zdaj. S to ženo imam dva otroka, zdaj sem pa ločen in imam še enega otroka s partnerico. Sicer nisva poročena, ampak no saj, najbrž. V glavnem ja, dela resnično neko razliko. Nekako se mi zdi celo, zdaj jo mogoče že starost, da se manj kontrolira, brzda. Ampak se mi zdi, da je ona tudi že, tudi kar 30 let nazaj je bila dosti podobna.

I: in kaj recimo?

R: pa na primer, vsaka stvar, vsaka malenkost se (name daughter) očita, "ne kričati", "ne tega", ne vem, "ne se vmešavati", "ne skakat v besedo." Medtem ko (name son) se lahko desetkrat skoči v besedo, pa bo še vedno v redu. Na tak način.

I: Kako pa vi potem, ko ste rekli, da jo skušate malo?

R: ja, jaz potem včasih, še preden stvar eskalira do maksimuma, malo ji tako povem, da naj malo zmanjša s tem načinom, ampak je težko. Težko je to preprečit in potem, kot rečeno, mogoče že leta. Ampak ... bilo je vse to, tako da.

I: kako pa se vi kot oče počutite ob tem?

R: ja, hudo ti je. Sigurno ti je hudo, če, ne vem, saj se v končni fazi tudi ne videvamo tako pogosto, potem pa v bistvu nekako prepričuješ svojo hčerko, da jo babica ima rada in ne vem kaj. Potem pa pride do takih situacij in seveda to se vse zagladi potem, uredi, ampak ne vedno.

I: hčerka pa to tudi vidi?

R: pa vidi, seveda da vidi. Saj ene par dni nazaj smo bili in je jokala. V bistvu, torej spet je bilo v smislu, kako je (name son) boljši, da ona ni, da ne vem. Grdo (smeh). Nimaš kaj. Ampak ja.

I: se pravi je dosti očitno?

R: zelo očitno. Zelo očitno.

I: koliko pa sta stara?

R: (name son) je star, bo letos junija 15, (name daughter) bo oktobra 11.

I: pa je potem med njima mogoče kaj?

R: ne.

I: da bi ona njemu zamerila?

R: ne, meni se zdi, da ne. Mislim, da se čisto normalno med sabo razumeta in, se pravi, do neke mere. Dobro, malo kreganja mora biti včasih.

I: mislim, prav glede tega?

R: glede tega?

I: ja.

R: ja pa ja. Včasih (name daughter) reče "Ti si angelček, jaz sem pa ta grda." Ampak ... saj ni fer. Ampak ni, da bi ga kaj napadala.

I: opazita pa oba?

R: seveda.
(...)

R: v naši družini je imela glavno vlogo v forsiranju moških mama.

I: kaj pa v odnosu do očeta? Je bila ona glava družine ali oče?

R: ja, velikokrat. Ampak potem ko je pa prišlo do kakšnih najbolj pomembnih odločitev je pa potem bil veto ali pa potem drugačna odločitev. Dobro, je tudi oče odločal, neko soodločanje. Ampak pri teh stvareh...

I: te vloge so bile tradicionalno porezdeljene med očetom in mamo, pa je mama kuhala, skrbela za družino, oče pa...?

R: jah, bi rekel, ni. Mogoče je bilo tistega prav tradicionalnega, ker mama je hodila v službo tako kot oče. Ampak ... Ona je... je bila profesorica srbohrvaščine, je na šolo učila književnost in jezik. Ampak nekako mogoče vseeno, oče je pa bil res, lahko rečem kar znanstvenik. Ogromno je delal, popoldne, zvečer, cele noči. Tako da je ona njega pustila mu delati te svoje stvari in se je resnično bolj lotila gospodinjstva. Se pa spomnim ko sem jaz bil majhen pa sestra, ko sva bila res otroka, velikokrat je tako bilo, da čez teden niti ni bilo nekega kuhanja pretiranega, da smo kar s kanglico šli v neke restavracije tam. Ali pa variante neke kuhinje, kar si prinesel. Ni bilo časa. Sorazmerno. Dalo se je takrat nekako finančno to zdržati.

I: se pravi tudi ni bila klasična gospodinja?

R: ne, takrat ne. Kasneje, z leti, ko so otroci odrasli, je mogoče bilo več čas na primer, pa se je potem lotila. Ne vem, ampak tudi oče ni bil čisto glede teh gospodinjskih opravil, se je tudi česa lotil. Ni bil glih, da ne bi nič. Je pa imel svobodo, res, je imel dosti svobode za to svoje ukvarjanje s fiziko, matematiko.

I: mama je pa za otroke skrbela?

R: ja, ona se je resnično bolj ukvarjala z otroci, prav gotovo.

I: pa je bila tudi ona šolana?

R: seveda, fakulteto je končala. Se pravi jezik, književnost, seveda. Ampak nekako je vseeno bila... nekje tradicionalna, mati. Ne vem, bolj kot recimo danes, kljub vsem okoliščinam.

I: pa je bilo morda kdaj čutiti z njene strani, da je obžalovala, da ni recimo ona delala znanstvene kariere?

R: ja, je. Bom rekel, večkrat vrti film in te stvari, ki sem jih jaz slišal že milijonkrat že. O svoji diplomski nalogi, ki je bila v bistvu zelo kvalitetna obdelava te starohrvaške književnosti, prvih zapisv ljudskega jezika z otoka Hvara, neko ribanje in ribiško prigovarjanje. In je to, saj pravim, en prvih zapisov ljudskega jezika na področju Balkana, tega slovanskega dela. In ker je ona potem ji je svetoval njen mentor, da bi to potem lahko obdelala bolj poglobljeno, naredila iz tega magisterij ali pa celo doktorat. In da, ampak jaz nisem bila ambiciozna in potem seveda je prišlo otrok, obveznosti, in potem se ni. Je bilo, to obžalovanje mislim da je prisotno bilo. Nekje. Ampak ... ni bilo neko prav težko breme ali tako.

I: ni nikoli očitala očetu, lej kaj sem naredila zate?

R: ne, mislim, da ne. Menim, da ni bilo tega. Je bilo samo kot, da lahko bi, torej tudi v tej smeri nekaj dosegla. Potem je kot študentka tudi delala na radiu, sicer neke otroške oddaje, pa da tudi v to smer bi lahko šla. Ker na koncu tisto delo v šoli, je učila na nekem avtomobilskem šolskem centru. Se pravi na te poklicni šoli v bistvu. Mislim, da tudi prav recimo v vsaki generaciji je našla kakšnega dijaka, ki je bil bolj dojemljiv. Pa teh fantov ni prav pretirano zanimal jezik, umetnost. Ampak našel se je kakšen pa je prav poživil. Se mi zdi, da v teh iskricah, da bi vseeno želela imeti malo bolj v svoji stroki nekaj malo več. Ampak je sprejela realnost kot je.

I: v kakšnih sitacijah pa je povedala recimo to zgodbo? Kar tako, ali se je kaj zgodilo in je rekla, veš kaj?

R: ja, ne. A ne ne, saj mi smo dosti pogovarjali. Težko bi rekel, mislim, da bi bilo nekih hudih sprožilnih, nekega elektrenja, da bi do tega prišlo. Pa da bi potem zabičala. Ne. Tega se ne spomnim.

Metadata

Other Topic categories:
EDUCATION
IDENTITY
PROFESSIONAL CAREER
SOCIETAL CONTEXT
Key actors: 
myself, mother
Raktažodžiai:
conflict, family life, roles/role pattern, support, upbringing, degree/diploma, different treatment, orientation, school, (un-) happiness, career path, occupation/job, patriarchy/matriarchy
Male, 53 Slovenia

Gender did matter

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