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Framing Gender Justice
A comparative analysis of the media coverage of #metoo in Denmark and Sweden

/witnesses’ stories, 2) Political activism/social movement, 3) Organisational reactions and solutions, 4) Political reactions and solutions, 5) Feminism, 6) Sexual harassment in the workplace/workplace culture, 7) Rape culture, 8) Gender (in)equality/gender justice, 9) Human rights, 10) Technology/social media, 11) (Lack of) men’s legal rights (social media as vigilantism, slander, etc.), 12) Other critique of #metoo, 13) Men’s reactions/men’s testimonies. To ensure intercoder reliability, three researchers independently coded a representative 10 per cent of the sample of articles

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Swedish teenagers’ difficulties and abilities to determine digital news credibility

, B. (2018). What would Martin Luther King Jr. say? Teaching the historical and practical past to promote human rights in education. Journal of Human Rights Practice, 10(2): 287-306. Nygren, T. & Vikström, L. (2013). Treading old paths in new ways: Upper secondary students using a digital tool of the professional historian. Education Sciences, 3(1): 50-73. OECD (2015). Assessing progression in creative and critical thinking skills in education. Pachur, T., Hertwig, R. & Wolkewitz, R. (2014). The affect gap in risky

Open access