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Abstract

This study examines the representation of women's resistance to patriarchy through identity formation and self-determination in the film Enola Holmes (2020). Set in the Victorian era, the film portrays a patriarchal society that limits women's rights, educational opportunities, and freedom to determine their own lives. This study employed a descriptive qualitative design with a grounded theory approach. The primary data were collected through repeated observation of the film, focusing on relevant scenes, dialogues, character actions, and visual elements, and were analyzed using thematic analysis interpreted through the perspectives of patriarchy and liberal feminism. The findings reveal that patriarchy is represented through the control of women's education, behavior, and life choices, particularly through the character of Mycroft Holmes and institutional practices such as the girls' finishing school. Enola's resistance is expressed through her rejection of patriarchal expectations, independent decision-making, and the construction of her own identity. The findings further demonstrate that education plays a fundamental role in developing critical thinking, autonomy, and self-determination, enabling women to challenge patriarchal norms. This study contributes to feminist film studies by integrating patriarchy, identity formation, and self-determination within a single analytical framework. Furthermore, it highlights the educational value of literary films in promoting gender equality, critical literacy, and character education.

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