Publications

This paper is about how broader trends of anti-feminist politics and anti-feminist backlash are gradually being introduced into education as well. This article presents two case studies, Germany and Czechia. In conclusion, three re-masculinization strategies used to devalue femininity in education are presented. All strategies share an antifeminist core because they all devalue women and femininity and reinforce the current gender order.

This paper explores changes to the strongly gendered politics of representation in applied chemical research using visual material from company magazines of Czech-based chemical plants (1969–2000). The focus on visual representations gives us a novel perspective on the intersection of technology, gender and geopolitics. A detailed visual discourse analysis reveals that this visual representation is less about applied chemical research and more about femininity defined around a singular understanding of motherhood.

In this paper we explore what are some of the causes of the scarcity of women researchers in Czech international relations. We analysed a set of semi-structured interviews with international relations students and accessible syllabi. We identified some gendered barriers that might be blocking women researchers' access to the field, that are further exacerbated by the local circumstances of the foundation of the discipline, which shaped it as a predominantly masculine field with a specific gender-blind version of doing research and academic careers.

This policy paper is based on an in-depth analysis of working conditions and barriers to women’s career progress in research. The document consists of recommendations for action to advance gender equality in research for the state administration, key national players in research policy-making, and higher education and research institutions. The document aims to serve government bodies responsible for gender equality agendas. Overall, considerable support was given to measures concerned with combining parenting and research work.

The aim of the paper is to identify the problematic assumptions underpinning the discourse on the shortage of male teachers. This paper is based on qualitative ethnographic research conducted in kindergartens and elementary schools in the Czech Republic. The urgent need to get more male teachers into primary education is connected to the stereotypical belief that female teachers need to be 'complemented' by male teachers, because female collectives can be harmful without the presence of men.