Discrimination against Women as a Manifestation of Social Inequality through the Lens of Feminist Critique

Abstract

Relevance. The article explores the problem of women’s discrimination through the lens of contemporary feminist philosophy. The author analyses the evolution of feminist thought from the first to the third wave, revealing how the understanding of social equality and freedom has changed within broader socio-cultural transformations. The purpose of this article is to focus on the theoretical aspects of the problem of women’s discrimination from the perspective of feminist criticism, to show its origins and transformation in different versions of feminism, and to highlight the problem of intersectionality of different forms of discrimination, including in the educational space. Methods. Particular attention is devoted to the transition from liberal feminism – focused on legal equality and civil liberties, and rooted in the philosophical ideas of John Stuart Mill – to Marxist and psychoanalytic approaches, which interpret women’s oppression because of structural inequality, economic exploitation, and symbolic domination. Through comparative analysis, it demonstrates that feminist critique of social inequality extends beyond a narrowly gendered discourse, transforming into a broader humanistic program of social emancipation aimed at constructing a just society. Novelty. Central to the discussion are the notions of the “universal female experience”, its critique within the framework of intersectionality, and the influence of cultural and economic factors on the formation of social roles (“sexual politics”). The article shows how contemporary feminist theory integrates the issues of gender and class inequality, emphasizing the multidimensional nature of discrimination. Conclusion. It is underlined that overcoming social inequality is possible only through an inclusive model of society that ensures equal access to education, employment, and political participation regardless of gender, class, race, nationality, or religion. The paper highlights the prospects of “engaged pedagogy”, which seeks not only to defend women’s rights but also to affirm the principles of social justice and human dignity.