Issues involving copyright and privacy represent an ongoing ethical concern that sometimes takes on an imperialist ‘Old vs. New World’ perspective. It seems that the cultural connotations with beliefs on intellectual property are entangled with value associated with culture and nationality. For example, Asian markets appear to be conducive to the proliferation of copyright violations in many different forms, material and otherwise. By imposing our Western/North American values and perspectives on copyright and intellectual property, we fail to recognize and understand the cultural values that exist and fundamentally impact other cultural markets and economies internationally.
There seems to exist a need to understand educational networks not just for academic reasons, but also to develop an understanding of the social and cultural context that leads to the protection (or not) of intellectual property. These contexts are essential in moving forward with our approaches and dealings towards ethics and jurisprudence as related to technology in both commercial and educational terms. It’s important for our students to understand that technology itself isn’t inherently designed in favour of either positive or negative, good or bad functions and uses, but that ongoing trends of technological innovation and use are shaped by social and cultural considerations that are impacted by examples of meaning and practice that vary internationally.
The implications for education and intellectual property are profound and require careful thought and consideration. If we are viewing the creative and distributive functions of online sharing and learning through a Western/North American perspective, then we are applying our belief and value systems to regions of the world that do not necessarily share the same values and priorities. Is this a direct result of the Western domination and English linguistic superiority of the Internet? When applied to the field of education, these considerations need to be recognized and effectively addressed in order to provide opportunities for students to learn in ways that are personally meaningful (socially and culturally) and relevant while allowing for multiple means of expression. In terms of global learning, Western educators must consider the needs of other regions and cultures internationally, and it should not be assumed that the educational values or perspectives on intellectual property developed in North America will effectively match the interests or needs of students outside of the continent.
Without culture-specific material, there is the legitimate concern that different learning styles internationally may not be compatible with Western (primarily American) creations and developments. The perceived need for opportunities to discuss, collaborate, and argue around opinions and ideas may or may not hold real value in all social contexts and cultures around the globe. In a similar manner, the students in our own classrooms approach discussion and collaboration with different attitudes, both positive and negative. When planning instructional tasks for the classroom, we take the diverse and complex needs and values of our students into account, and the development of perspectives on intellectual property and online sharing should likewise be held to the same accountability.
Our students require (and deserve) personal connections and input into their learning, and the success of online learning is dependent upon the incorporation of relevant social and cultural values, as these values will vary widely across the globe. While the potential for online sharing and protection of intellectual property continues to develop, the success of their regulation hinges on the ability to identify with different cultures and nationalities in order to provide value and significance to diverse learning experiences. This will be no small feat, to be sure.