Copy rights: The politics of copying and creativity

This article analyses the politics of copyright and copying. Copyright is an increasingly important driver of the modern economy, but this does not exhaust its significance. It matters, we argue, not just for the distribution of rewards and resources in the creative industries, but as a site within which established political concerns – collective and individual interests and identities - are articulated and negotiated, and within which notions of ‘originality’, ‘creativity’ and ‘copying’ are politically constituted. Set against the background of the increasing economic value attributed to the creative industries, the impact of digitalization on them, and the European Union’s Digital Single Market strategy, the article reveals how copyright policy, and the underlying assumptions about ‘copying’ and ‘creativity’, express (often unexamined) political values and ideologies. Drawing on a close reading of policy statements, official reports, court cases, and interviews with stakeholders, we explore the multiple political aspects of copyright, showing how copyright policy operates to privilege particular interests and practices, and to acknowledge only specific forms of creative endeavour

Reflecting on the Distance Learning Provision in Dubai Private Schools

The purpose of this article is to reflect on the online learning offered by Dubai private schools in response to the Covid-19 pandemic. This article considers both positive and negative features of provision, in order to suggest recommendations for future outbreaks. A comprehensive review of literature synthesizes with the results of an online survey. The period of March until July 2020 is referred to as Phase 1 of online learning. Phase 2 covers September and December 2020. The findings show that educators were generally positive toward online learning but have mixed opinions regarding the permanence, opportunities, and approaches of individual schools. Teachers discussed the progression of online learning within their settings and made multiple recommendations for the future including focusing on social–emotional development and well-being, limiting screen time where possible, ensuring Ed-Tech is appropriate for individual needs, and committing to an ongoing evaluation of curriculum adaptation. It was also suggested that schools review their approach to building technological skills, as well as the age in which this area of development is encouraged