History Artikel: https://ijelt.com/index.php/ijelt
Received
Revised
26 Marchl 2025
13 April 2025
Accepted
Published
14 May 2025
14 June 2025
Copyright (c) 2025 Aswinda Putri Lepir1, Kristin Marwinda2
 Corresponding Author : Aswinda Putri Lepir1
Email : aswindaputrilepir08@gmail.com
e-ISSN : (Media Online)
Examining Gender Injustice in Hamnet: Relevance to Modern
Feminism Discourse
Aswinda Putri Lepir1, Kristin Marwinda2
Universitas 17 Agustus 1945, Semarang, Indonesia1,2
aswindaputrilepir08@gmail.com, kristin-marwinda@untagsmg.ac.id
Abstract
This research examines the gender injustice depicted in Maggie O’Farrell’s Hamnet and analyzes
its relevance to contemporary feminist discourse. Using the theoretical framework of liberal
feminism, with reference to Betty Friedan’s (1963) theory, this study identifies and examines
various forms of gender injustice experienced by the female protagonist, Agnes, including
marginalization, violence, and double burden. The research aims to reveal how Hamnet reflects
and criticizes the gender inequality of her time. This analysis is conducted to highlight how
historical fiction narratives can expose enduring patterns of gender oppression and contribute to
our understanding of contemporary feminist challenges. This research uses a descriptive
qualitative method with Hamnet as the main data source. The purpose of this study is to show
how literary representations of historical gender oppression can illuminate ongoing feminist
struggles, contribute to contemporary feminist theory, and help readers understand the
continuity of women's experiences over the centuries. The study concludes that O’Farrell’s
historical fiction serves as a powerful lens through which to examine the historical underpinnings
of present-day gender injustice, offering valuable insights for modern feminist discourse.
Keywords: gender injustic; feminis; hamnet
INTRODUCTION
Gender inequality remains a pervasive problem across cultures and historical
contexts, manifesting in forms such as marginalization, violence, and the burden of
multiple responsibilities. Maggie O’Farrell’s Hamnet presents an incisive exploration of
these themes, particularly through the experiences of its female protagonist, Agnes. As
Beauvoir (1949) noted in her groundbreaking work, women have long been defined as
“The Other”, lacking full subjectivity and agency in a patriarchal society. In England, the
period depicted in Hamnet, women’s lives were severely constrained by social
expectations, legal restrictions, and economic dependence that reinforced their
secondary status. Although there is extensive historical research on gender relations in
the early modern period (Mendelson & Crawford, 1998; Wiesner, 2000), there remains a
116
[Examining Gender Injustice in Hamnet: Relevance to Modern Feminism Discourse - Aswinda Putri Lepir1,
Kristin Marwinda2]
significant gap in understanding how women navigated and sometimes subverted these
constraints in their daily lives-a gap that historical fiction such as O’Farrell’s can address.
This perspective is in line with Betty Friedan’s views (1963) observed in The
Feminine Mystique, women’s dissatisfactions and struggles have frequently gone
unnamed and unacknowledged, constituting what she termed “the problem that has no
name." Although Friedan was writing about mid-20th century America, her insights
about the invisibility of women’s oppression apply equally to historical contexts where
women’s voices were even more systematically silenced.
The novel follows the story of Agnes, the main female character, who experiences
gender inequality that is reflected in her role as a woman of her time. As a wife and
mother, Agnes is limited by societal expectations that determine her role and identity,
leaving little room for autonomy or self-actualization. Her experiences highlight
manifestations of gender inequality, such as marginalization, violence, and double
burdens that reflect the broader challenges women faced during her time.
The selected studies by Susanto and colleagues demonstrate a strong
interdisciplinary approach to analyzing literary, linguistic, and cinematic texts, often with
a focus on character psychology, thematic progression, and pedagogical applications. For
instance, Trimurti et al. (2023) explore personality transformation in Turning Red, while
Mahardhika et al. (2023) analyze defense mechanisms in The Kite Runner—both
highlighting how narratives reflect societal constructs. Similarly, Septiana et al. (2023)
and Salsabillah et al. (2023) emphasize the role of discourse and mood in shaping
meaning, which aligns with feminist literary criticism. These methodological frameworks
could be applied to Examining Gender Injustice in Hamnet, particularly in dissecting how
Shakespearean-era gender roles are portrayed and their resonance with modern
feminism. Just as Risyida et al. (2022) decode linguistic nuances in tongue twisters, a
close analysis of Hamnet could reveal systemic oppression through language and
narrative structure, bridging historical and contemporary feminist discourse.
The writer analyzes these issues in Hamnet (2020) using the ideas of feminist Betty
Friedan. Friedan, in The Feminine Mystique (1963), critically examined the constraints
of domesticity and the systemic limitations imposed on women’s potential. Through this
perspective, Hamnet can be seen as more than just a historical story; it is a profound
exploration of “the problem that has no name” the deep-seated dissatisfaction of women
trapped within narrowly defined social roles. By examining Agnes’s life through Friedan’s
theoretical lens, the research reveals how patriarchal structures in 16th-century England
mirror the psychological constraints Friedan identified in mid-20th century America,
demonstrating the historical continuity of gender injustice and the ongoing struggle for
women’s self-realization beyond domestic confines.
METHOD
Creswell (2014) explains that research methodology helps researchers know how
to conduct their research, whether using quantitative, qualitative, or mixed methods. In
117
[Examining Gender Injustice in Hamnet: Relevance to Modern Feminism Discourse - Aswinda Putri Lepir1,
Kristin Marwinda2]
this research the writer will use a qualitative descriptive method. According to Moleong
(2016:6), qualitative research aims to thoroughly understand the phenomena
experienced by research subjects, such as behavior, perceptions, motivations, and
actions. This understanding is conveyed through descriptions in the form of words and
language, which are carried out in a natural context using various natural methods.
RESULTS AND DISCUSSION
The exploration of gender inequality in Maggie O’Farrell’s Hamnet reveals complex
systemic resistance and marginalization in the 16th century. Using Betty Friedan’s
theoretical framework, this research reveals deep continuities in women’s experiences of
facing gender-based obstacles. This analysis not only highlights specific forms of gender
inequality experienced by women in historical contexts, but also provides important
insights into the ongoing struggle for women’s agency, recognition, and selfdetermination in contemporary feminist discourse.
Results
This result shows the research findings and discussion of gender injustice among
Agnes in the novel Hamnet. The social system perpetuates a system and structure of
gender injustice, where women and men are treated as unequal. Fakih (2008) identifies
five distinct forms of gender injustice : marginalization, subordination, stereotypes,
violence, and double burden. In this research, the writer found three types of gender
injustice experienced by Agnes in the novel Hamnet.
Discussion
In this discussion, two main aspects are analyzed. The first explores the various forms
of gender injustice experienced by Agnes in the patriarchal society of 16th-century
England through the novel Hamnet (2020). The second examines the strategic relevance
of these gender injustice experiences to contemporary feminist discourse, utilizing Betty
Friedan's theoretical framework.
1.
Manifestations of Gender Injustice in Hamnet
Gender injustice refers to the unequal treatment or perception of individuals based
on their gender, often resulting in systemic discrimination and inequality. In this study,
the writer identifies three different forms of gender injustice: marginalization, violence,
and double burden. These forms of injustice are explored through the experiences of
Agnes, a character in the novel Hamnet, who highlights how these issues shape her life
and reflect wider inequalities in society.
a.
Marginalization
Betty Friedan (1963) put forward key concepts in liberal feminism that critically
examine the systemic limitations imposed on women’s potential, especially in the
domestic realm. She explains how societal structures limit women to narrow roles,
118
[Examining Gender Injustice in Hamnet: Relevance to Modern Feminism Discourse - Aswinda Putri Lepir1,
Kristin Marwinda2]
suppressing their intellectual and professional aspirations. In this research, the analysis
also shows how female characters do not have the same rights to develop their potential.
Specifically highlighting how social structures limit women's access to education. The
following text supports this claim as follows:
“She has asked Eliza to read it to her twice and she wants to ask her to read it again
today, as soon as she can find her” (Farrell, 2020:157).
The passage reveals Agnes’s limited access to knowledge, symbolized by her reliance on
another person (Eliza) to read for her. This dependency illustrates Friedan’s concept of
how patriarchal structures systematically restrict women’s intellectual growth. The act
of repeatedly requesting someone else to read demonstrates not just a lack of literacy,
but a broader systemic denial of educational and intellectual opportunities. It reflects
Friedan's argument about how women are psychologically and socially constrained,
prevented from fully exploring and expressing their potential beyond the confines of
domestic life. This textual evidence becomes a powerful illustration of the “problem that
has no name” the deep-seated dissatisfaction arising from women’s enforced intellectual
limitations. Through this lens, the passage becomes more than a simple narrative detail;
it becomes a critique of the systemic oppression that defines and restricts women’s
identities and capabilities.
b.
Violence Againts Women
In “The Feminine Mystique” (1963), Betty Friedan explored how patriarchal
structures not only confine women to domestic roles but also systematically enable
various forms of violence that maintain female subordination. Her analysis revealed that
violence against women is not merely physical, but a complex system of psychological
and social oppression designed to control and suppress women’s autonomy. Violence
against women is a form of violence directed specifically at individual women. It can
include physical, sexual, or psychological acts committed because of gender. Here the text
that supports this claim is as follows:
“Joan grabs by the arm, yanks her off the milking stool, and pushes her up against
the stall partition. Joan has to fumble through the girl’s kirtle, the fastenings of her
gown, and the girl is struggling, pushing her fingers away, trying to break free, but
Joan gets her hand through, just for a moment, and feels – what? A swelling, hard
in texture, and hot. A quickening mound, risen like a loaf. …………‘Whore,’ Joan
spits, as Agnes pushes her away. ‘Slut.’ (Farrell, 2020:61).
There is actual physical violence shown from the sentence “Joan grabs her by the arm,
yanks her off the milking stool, and pushes her up against the stall partition”. It shows the
physical assault from her stepmother. These actions clearly hurt the victim and can cause
injury. Subsequently, this incident escalated to sexual harassment. Joan attempts to force
her way through the girl’s clothes and touches her intimate parts without consent. This
is described in the sentence “Joan has to fumble through the girl’s kirtle, the fastenings of
her gown, and gets her hand through, just for a moment, and feels - what? A swelling, hard
119
[Examining Gender Injustice in Hamnet: Relevance to Modern Feminism Discourse - Aswinda Putri Lepir1,
Kristin Marwinda2]
in texture, and hot.” Throughout the incident, Agnes is depicted struggling and trying to
free herself, which clearly shows her disapproval. Verbal abuse also occurs, with Joan
using harsh and derogatory words to refer to Agnes. This entire scene depicts a very
intimidating, emotionally scarring, and traumatizing situation for the victim, where Joan
uses her physical strength and position to dominate and abuse Agnes.
c.
Double Burden
In “The Feminine Mystique” (1963), Betty Friedan critically examined the concept of
double burden, revealing how societal expectations trap women in a suffocating cycle of
domestic responsibilities that simultaneously suppress their individual potential and
personal aspirations. Friedan argued that the myth of domestic fulfillment masks a
profound form of psychological and economic oppression, where women are forced to
shoulder multiple roles without recognition or personal satisfaction. Here the text that
supports this claim is as follows:
“But she is busy, with the child, with the house, with her garden, with callers at the
window, and he has been carrying on with his afternoons of tutoring and mornings of
running errands for his father.” (Farrell, 2020:130)
The sentence “But she is busy, with the child, with the house, with her garden, with callers
at the window” clearly illustrates the traditional role of the female character as a
housewife. She has a variety of domestic responsibilities to carry out every day - from
childcare, to housekeeping, to tending to the garden. Even in the midst of her busy
schedule with these household chores, she also still has to serve the guests who come to
the house. This shows how women are expected to fulfill their domestic roles fully and
perfectly.
“The woman knocks again,...........people, people, always people, coming and going,
arriving and departing.” ………her grandmother added, this business ever brought in a
great deal. Her mother had said nothing, not raising her head from her sewing. (Farrell,
2020:43-44)
In this quote “The woman knocks again,......people, people, always people, coming
and going” it is seen how the woman’s burden is increased by the presence of business
responsibilities. She has to constantly serve people who come and go on business, while
her domestic responsibilities do not diminish. This is emphasized by the image of her
mother who still has to sew in the midst of a busy business that is not even very profitable
“this business never brought in a great deal. Her mother had said nothing, not raising her
head from her sewing”. This situation illustrates a real double burden, where women
have to fulfill their dual roles as housewives and breadwinners, with no relief in their
domestic duties.
2.
Relevance to Contemporary Feminists
Analysis of gender inequality in the novel Hamnet reveals the continuity of women’s
experiences across the boundaries of time and social space. Through Betty Friedan’s
120
[Examining Gender Injustice in Hamnet: Relevance to Modern Feminism Discourse - Aswinda Putri Lepir1,
Kristin Marwinda2]
theory, this research shows that the forms of marginalization, violence and double
burden experienced by Agnes are not just historical phenomena but are systematic
structures that are still intertwined with the experiences of contemporary women.
The continuity of educational marginalization can be seen from Agnes' limited access
to knowledge, as in the quote “She had asked Eliza to read to her twice” (Farrell, 2020:
157). This reflects the ongoing reality where women still face structural obstacles in
developing their intellectual potential. Even though access to education has expanded,
gender gaps in education, especially in certain areas, are still a fundamental issue for
contemporary feminists.
The gender-based violence that Agnes experiences, as in the scene with Joan grabbing
and abusing her physically and verbally, has a horrifying parallelism with the experiences
of modern women. Acts of violence involving physical domination, sexual harassment
and verbal humiliation are still a form of systematic patriarchal control. This shows that
even though social changes have occurred, the mechanisms of violence against women
persist in various manifestations.
The double burden depicted through the quote “But she is busy, with the child, with
the house, with her garden, with callers at the window” (Farrell, 2020: 130) reveals a
social structure that has not changed fundamentally. Contemporary women still face the
challenge of balancing professional and domestic roles, often bearing a disproportionate
workload without adequate recognition.
Rereading the historical narrative through a feminist perspective in Hamnet allows
us to understand that gender inequality is not just a story of the past, but a structure that
continues to evolve but remains deeply rooted. Friedan’s concept of “the problem that
has no name” is still relevant, showing that even though social transformation has
occurred, the root problems of gender inequality persist. Friedan highlights how
patriarchal structures limit women’s potential, and Agnes' experiences reflect these
limitations clearly. First, Agnes’s limited access to education, as seen in her reliance on
Eliza to read, shows how women are often prevented from acquiring the knowledge and
skills necessary to develop themselves. Agnes' inability to access knowledge
independently reflects Friedan’s argument about how the patriarchal system curbs
women's intellectual growth. Additionally, Agnes’ experiences with physical and sexual
violence from Joan illustrate the painful reality that many women faces. These acts of
violence not only reflect individual oppression but are also part of a broader system that
permits and reinforces such behavior, in line with Friedan’s analysis of violence as a form
of social control. Lastly, Agnes also experiences a double burden, where she must carry
out a domestic role while facing high social expectations. The myth of domestic
contentment criticized by Friedan is evident in the daily routine of Agnes, who is trapped
in responsibilities without recognition or reward. Through the lens of Friedan’s theory,
Agnes’ experience in facing gender injustice becomes clearer, showing how patriarchal
social structures not only limit individuals but also create an oppressive environment for
women.
121
[Examining Gender Injustice in Hamnet: Relevance to Modern Feminism Discourse - Aswinda Putri Lepir1,
Kristin Marwinda2]
3.
Theoretical and Practical Implications
This research makes a significant contribution to feminist studies by highlighting
how literature can function as a tool to dismantle oppressive gender structures. Through
character and narrative analysis in Hamnet, we can see how the experiences of
marginalized and oppressed women can be expressed and understood. The significance
of literature in this context lies in its ability to depict complex social realities and give
voice to those who are often ignored. In addition, this research opens directions for
further research that can explore more deeply how other literary works reflect and
challenge gender norms, as well as how women can find a path to liberation and selfawareness in a broader context. Thus, this research not only contributes to academic
understanding of feminism, but also has practical implications for advocacy and social
change.
CONCLUSION
The exploration of gender inequality in Maggie O’Farrell’s Hamnet through the
lens of Betty Friedan’s theoretical framework reveals the persistent and systemic nature
of gender injustice that transcends time and societal boundaries. The analysis identifies
three primary forms of gender injustice experienced by Agnes: marginalization, violence,
and the double burden. These manifestations highlight the limitations imposed on
women in the 16th century, which resonate with contemporary issues faced by women
today. Agnes's reliance on Eliza for reading underscores the ongoing challenges related
to educational access, while her experiences of physical and sexual violence reflect the
enduring mechanisms of patriarchal control that continue to affect women globally.
Furthermore, the depiction of Agnes’s overwhelming domestic responsibilities illustrates
the double burden that many women still navigate, balancing professional aspirations
with societal expectations of domesticity. This research underscores the relevance of
Friedan’s concepts, particularly the notion of "the problem that has no name," as it
remains applicable to contemporary feminist discourse. By reexamining historical
narratives through a feminist lens, we gain insight into the structural inequalities that
persist in modern society. The findings emphasize the importance of literature as a
powerful medium for articulating the experiences of marginalized women and
challenging oppressive gender norms. Ultimately, this study not only contributes to the
academic discourse on feminism but also serves as a call to action for advocacy and social
change, encouraging further exploration of how literature can illuminate the path toward
liberation and self-awareness for women in all contexts.
REFERENCES
Beauvoir, S. d. (2010). The Second Sex.VintageBooks.
Eales, J. (2013). Women, education and literacy in Tudor and Stuart England. In The
Historian (pp. 24–26).
122
[Examining Gender Injustice in Hamnet: Relevance to Modern Feminism Discourse - Aswinda Putri Lepir1,
Kristin Marwinda2]
https://www.history.org.uk/files/download/13324/1387299394/Jackie_Eales.pd
f
Fakih, M. (2005). Analisis gender & transformasi sosial. Yogyakarta: Pustaka Pelajar.
Farrell, M. O.(2020). Hamnet. HeadlinePublishing Group.
Friedan, B. (1963). The feminine mystique. W. W. Norton & Company.
https://nationalhumanitiescenter.org/ows/seminars/tcentury/FeminineMystiqu
e.pdf
Kania, D. D. (2012, May 15). Isu gender : sejarah dan perkembangannya.
https://thisisgender.com/isu-gender-sejarah-dan-perkembangannya/#_ftn10
M, M. J. (2024). Feminism: A fight for equality. International Journal For Multidisciplinary
Research. https://doi.org/10.36948/ijfmr.2024.v06i02.18011
Mahardhika, B. A., Susanto, D. A., & Siti, N. A. (2023). Analysis of amir’s defense
mechanisms projected upon his bereavement in the kite runner. 8(1), 1-20.
Mendelson, S., & Crawford, P. (1998). Women in early modern england, 1550-1720. Oxford
University Press.
Moleong,L.J.(2010). Metodologi penelitian kualitatif.
http://repository.stei.ac.id/5292/3/BAB%203.pdf
Muklis, R. M. (2023). Woman Struggle Againts Gender Inequality In Hamnet By Maggie
O’Farrell (Doctoral dissertation, Universitas Pamulang).
Nurgiyantoro, B. (2005). Teori Pengkajian Fiksi. Yogyakarta: UGM Press.
Oswald, K. & University of Warwick. (2023). Gender discrimination: an overview of
historical and contemporary issues. Journal of the International Academy for Case
Studies, 29(1), 1–2.
Risyida, I. G. N., Susanto, D. A., & Suwarti, S. (2022, September). An analysis homonym
words in english tongue twister. In Undergraduate Conference on Applied
Linguistics, Linguistics, and Literature (Vol. 2, No. 1, pp. 1-10).
Salsabillah, A. S. K., Sodiq, J., & Susanto, D. A. (2023, March). Mood analysis of little women
movie script in contribution for teach ELT classroom. In Proceeding of English
Teaching, Literature and Linguistics (Eternal) Conference (Vol. 3, No. 1, pp. 37-45).
Septiana, A. N., Sumardiyani, L., & Susanto, D. A. (2023). Thematic progression in jack ma
speech “we never give up” and as an alternate source for teaching speaking. Allure
Journal, 3(2), 106-116.
Shteir, R. (2023). Betty Friedan. Yale University Press.
https://doi.org/10.12987/9780300274721
Sugihastuti & Suharto. (2015). Kritik sastra feminis teori dan aplikasinya. Yogyakarta:
Pustaka Pelajar.
Tong, R. P. (2006). Feminist thought: a more comprehensive introduction. Boulder, CO:
Westview Press.
Trimurti, A., Susanto, D. A., & Karima, R. F. H. (2023, September). The personality changes
of the main character in the film" turning red" by domee shi. In Undergraduate
Conference on Applied Linguistics, Linguistics, and Literature (Vol. 3, No. 1, pp. 205212).
Wiesner, M. E. (2000). Women and gender in early modern europe (2nd ed.). Cambridge
University Press.
123
[Examining Gender Injustice in Hamnet: Relevance to Modern Feminism Discourse - Aswinda Putri Lepir1,
Kristin Marwinda2]