This article examines Canadian Copyright Law as it was in 1996 and how it pertained to educators and school practices. The study questions some of the defences of infringement committed by educators and highlights that many are aware that they are infringing on copyright law but believe that their educational stance and position as an educator protects them from legal action.
Walker clearly identifies that many educators in his study were aware of copyright legislation but remained passive about their obligations, consequently forgoing any notions of ‘fair dealing’ to ensure that students received as much knowledge as quickly as possible. He highlights that financial pressures and time are issues facing educators. They are the main obstacles
Walker clearly identifies that many educators in his study were aware of copyright legislation but remained passive about their obligations, consequently forgoing any notions of ‘fair dealing’ to ensure that students received as much knowledge as quickly as possible. He highlights that financial pressures and time are issues facing educators. They are the main obstacles