Podrobnejši pogled: se pred skrajšanjem delovnega časa moški v Nemčiji ponovno učijo ali odučijo moškosti?

This article explores transformative learning processes preceding work time reductions in men in Germany. Drawing on qualitative data from biographical case studies, it investigates how men narrate and make sense of reducing their working hours, and how these learning processes relate to hegemonic masculinity. Building on Hoggan’s (2016) transformative learning framework, the analysis examines the depth, breadth, and relative stability of the narrated transformations as well as their affective, epistemological, and behavioural dimen-sions. The findings show that while all analysed cases comprise significant learning processes, the orientation and gender-political implications of these transformations vary widely. The examined cases are grouped in relation to the processes of the hybridisation of hegemonic masculinity that allow symbolic distancing from traditional masculinity ideals without challenging structural privilege and more radical breaks with dominant norms. By linking masculinity, transitions, and transformative learning, the article contributes to understanding how men (un)learn masculinity in the context of life-course transitions and shifting gender orders.