Oppression of women through decolonial and feminist lenses

Purpose The purpose of this paper is to examine women's oppression through feminist and decolonial perspectives, highlighting how coloniality and patriarchy intersect to silence marginalized voices. By engaging key thinkers such as Simone de Beauvoir, Ann E. Cudd and Nelson Maldonado-Torres, the paper aims to uncover the systemic structures that sustain inequality while advancing a framework for liberation, epistemic justice and social transformation. Design/methodology/approach This paper adopts a conceptual methodology grounded in feminist and decolonial traditions. It critically engages key philosophical texts, including the works of Simone de Beauvoir, Ann E. Cudd and Nelson Maldonado-Torres, to interrogate how patriarchy and coloniality produce and sustain women's oppression. The approach does not rely on empirical data collection; instead, it synthesizes theoretical insights to build a framework for analyzing oppression, highlighting how narratives, silences and identities are constructed within systems of power. Findings The analysis demonstrates that women's oppression cannot be understood solely through gender; it is intensified by the coloniality of power, which imposes silence, erasure and marginalization on entire communities. By integrating feminist and decolonial thought, the paper shows that oppression functions as a systemic structure sustained by institutions, cultural norms and epistemic hierarchies. It argues that liberation requires not only resistance to patriarchy but also decolonial transformation—creating space for marginalized voices, reclaiming knowledge and advancing epistemic justice. Research limitations/implications As a conceptual study, this paper does not present new empirical findings, which may limit its immediate applicability in specific contexts. However, its synthesis of feminist and decolonial perspectives provides a theoretical framework that can guide future empirical research, inform educational practice and support policy aimed at addressing systemic oppression and advancing epistemic justice. Practical implications The analysis provides practical guidance for educators, policymakers and community leaders seeking to address systemic oppression. By showing how coloniality and patriarchy intersect, the paper encourages institutions to critically examine how curricula, research practices and policies may reproduce silences and exclusions. It suggests that applying feminist and decolonial perspectives can help design more inclusive classrooms, equitable policies and community-based initiatives that amplify the voices of marginalized individuals. The framework also provides a foundation for training programs that prepare teachers, social workers and decision-makers to challenge oppressive structures and promote epistemic justice in their daily practices. Social implications This paper highlights how feminist and decolonial perspectives can inform broader social transformation. By exposing how coloniality and patriarchy jointly sustain women's oppression, it calls for collective action that challenges entrenched hierarchies and reimagines social relations based on dignity, reciprocity and justice. The framework has implications for movements advocating gender equity, decolonial education, and human rights, as it emphasizes the importance of amplifying marginalized voices and reshaping knowledge systems. Ultimately, the analysis contributes to building more inclusive societies by linking theory to practice and fostering solidarity among oppressed groups. Originality/value This paper contributes originality by bringing feminist philosophy and decolonial theory into dialogue to examine women's oppression as both systemic and historically situated. Unlike studies that address patriarchy or coloniality separately, this work shows their intersection as mutually reinforcing structures of domination. Its value lies in developing a conceptual framework that not only critiques existing power relations but also proposes pathways toward epistemic justice, inclusion and liberation. The study encourages scholars, educators and policymakers to rethink assumptions about knowledge and to center marginalized voices in the pursuit of social transformation.