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The author of this article focuses on the theoretical framework of the concept of care as a critical category of social inequality in order to outline possibilities for a redefi nition of the relationship between work and care. Gender inequalities as well as inequalities that are based on other social categories, such as class, ethnicity, nationality, geopolitical location, marital status, and so on are incorporated in the social organisation of care which retrospectively reinforces them. Feminist debate has thus far formulated demands for the recognition of caring persons mainly at the national level, but the author of the article, referring to Arlie Hochschild and Allison Weir, shows that the current challenges of global capitalism point to the need to articulate these demands in a transnational context and to embed care in the discourse of transnational justice. She critically addresses the challenges that efforts to attain recognition for caring persons by including care as a labour-market activity are confronted with owing to the current changes in the social organisation of care under global capitalism, which involves among others the employment of marginalised groups of women and women immigrants in the caring professions. Drawing on the work of Nancy Fraser, the author formulates two normative criteria for reconceptualising care as a social engagement without subjecting it to the logic of market valuation.

This article deals with the political problematisation of gender inequalities in the context of the European Union's gender equality policies on a supranational level. Based on the concept of transnational advocacy networks (TAN), the first part of the article presents the European Women's Lobby and units at the European Commission dealing with gender equality policies as two key actors in TAN that promote gender equality issues within the structures of the EU. The article then moves on to describe policy frame analysis as an approach to analysing the way in which the gender inequalities addressed by these actors are politically problematised in three policy documents connected to the European Commission's 'Roadmap for Equality between Women and Men 2006–2010'. The analysis focuses on the main frames in these documents that legitimise the existence of an independent policy field concerned with gender equality at the EU level and discusses the ramifications of these frames for the promotion of gender equality; for example, how certain policy measures might lead to different outcomes when promoted within different frames.

The inadequate representation of women at various levels of politics is a much discussed topic among politicians and the public. Socio-economic, institutional and cultural factors are often perceived as the main reasons which influence the supply and demand sides of political competition. In Czech local politics, the situation seems to be more propitious. The proportion of women in municipal assemblies is significantly higher, which brings us to the question of the influence of traditional barriers to women's decisions to enter politics. On the basis of quantitative research among representatives of municipalities of up to three thousand inhabitants in the Moravian-Silesian Region, we conclude that the defined barriers are present; however, their influence on the decision of women to enter politics is weakening. Adapted from the source document.

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.

Offers four strategies of deconstructing gender symbolism, one of the methods & goals of contemporary feminist theory & practice - politics. (1) Lesbianism denaturalizes the institutions of 'compulsory heterosexuality.' (2) One can question the belief that sexual violence is the natural expression of male aggression, & women are men's victims. A better strategy seems to be to take the violence as a discursive matter that can be redescribed. If the narrative about successful resistance prevails over the narrative of woman as a natural victim, the aggressor's expectations can be changed. (3) Beauty discourses lead women to be weak, unable to resist violence, & susceptible to mental diseases like anorexia. (4) Maternity discourses associate women with maternity & see a woman's body as the subject of necessary control by the psychomedical sciences. They form an idea of woman's nature that is invariable & unchangeable. This notion is questioned by feminism as a serious limit on women's agency.

The article presents selected results from an ethnographic study on the (re)production of gender in the classroom. In this analysis, gender is conceived as a principle manifested in interactions, a principle that structures the lives of individuals and the collective, and not as a complex of essential characteristics of an individual. Gender is analysed in relation to other categories like age and ethnicity. These represent additional re/constructed categories that influence social inequality. These categories tend to be viewed as natural sources of social difference and the legitimisation of inequalities. An analysis of the ways in which these categories are activated in the social fi eld makes it possible to go beyond the boundaries of research on the reifi cation of these categories. In this article, the author shows how these categories intertwine and connect and how the interplay between them is manifested in the behaviour and strategies of various actors, i.e. students, in the classroom.