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This paper introduces a framework to guide the design of educational games during game jams based on Critical Pedagogy, an educational theory grounded on the democratisation of knowledge, critical reflection and collaboration for empowering people to tackle social issues. The process and resources that compose the framework are discussed based on a case study exploring everyday sexism. The framework design has been supported by participatory activities and a trial, suggesting the adequacy ofdoi:10.1145/3316287.3316288 dblp:conf/icgj/MyersPC19 fatcat:xhobzjikynaxznvsphkp3tei4a