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Numerous Czech studies have been conducted on how the education system reproduces inequalities. While most of them have dealt with the reproduction of class inequalities, relatively few have focused on the reproduction of gender inequalities. In this article, the authors apply a conceptual understanding of the category of gender to research on education, an approach that avoids both universalising the category of woman, as well as the opposite extreme of individualisation. We claim that female students, even though they differ among themselves in various social and personal ways, are serialised as women by institutions in the education system. They are expected to perform differently, with different motivations, their performance is valued differently and they are expected to follow different professions than male students. The paper focuses in detail on the gendered nature of educational institutions, both in terms of the gender segregation of fi elds and levels of study, as well as in terms of the importance of the interaction that occurs during the processes of teaching and ascribing value and significance to the performance of male and female students. The authors argue that education, generally expected to function as a social ladder and a route to better-paid jobs in the labour market, serves men and women in segregated ways.

The study of the relationship between language and thought, and how this apparently differs between cultures and social groups, is a rapidly expanding area of enquiry. This book discusses the relationship between language and the mental organisation of knowledge, based on the results of a fieldwork project carried out in the Kingdom of Tonga in Polynesia. It challenges some existing assumptions in linguistics, cognitive anthropology and cognitive science and proposes a new foundational cultural model, 'radiality', to show how space, time and social relationships are expressed both linguistically and cognitively. A foundational cultural model is knowledge that is repeated in several domains and shared within a cultural homogeneous group. These knowledge structures are lenses through which we interpret the world and guide our behaviour. The book will be welcomed by researchers and students working within the fields of psycholinguistics, anthropological linguistics, cognitive anthropology, cognitive psychology, cross-cultural psychology, and cognitive science