Dr Chloe Wallace
I came to Leeds in 1999, having done my postgraduate work at the University of Kent at Canterbury.
My academic activities are defined by my interest in public law, comparative law and legal cultures, law and humanities approaches and, generally, all things French.
I am Programme Director for the Law and Languages programmes and particularly enjoy working with students on these programmes. I am Co-Director of our Centre for Innovation and Research in Legal Education, and have a particular interest in how law is taught at universities in this country and around the world. I am also one of the School’s Admissions Tutors.
My interests are in comparative and cultural approaches to law.
I am interested in relationships between law and the humanities, particularly law and language, and in the way in which those relationships affect how law is taught.
I also have an interest in cross-disciplinary teaching, student mobility and the teaching of foreign law.
I am module leader for the Level 1 Constitutional and Administrative Law module, as well as European Constitutional Law and French Private Law. I also teach on Foundations of Law and Postgraduate Research Methods.
Legal education, particularly in a global context, student mobility and the relationship between law and language.
Economic and Social Law of the European Union (Palgrave MacMillan, 2007),
The authors describe and analyse with great clarity both the economic and social law of the European Union. This title provides students with a clear, accessible and highly engaging analysis of substantive law of the EU in the most comprehensive text of its kind, as well as containing chapter summaries, questions, suggestions for further reading and annotated web addresses.
‘Law, culture and Euro-crime: using Spiral to teach French law’, Law Teacher, 48.2 (2014), 154-165,
Stories about law and lawyers are ubiquitous within Western popular culture. These stories have an influence on popular legal culture: the beliefs and values which ordinary people hold about the law. The dominance of popular cultural stories based within an Anglo-American legal context is thus significant, in particular in the forming of a perception within popular legal culture that legal systems are homogenous. An understanding of legal diversity: that is, of law as contingent on cultural, social and political conditions adds a valuable dimension to legal education, both from a vocational perspective and in terms of the academic value of the discipline. This paper addresses the relevance to legal education of cultural approaches to law, and argues that stories from popular culture can be effective ways of introducing students to legal diversity. The example of the French show Engrenages, shown in the UK as Spiral, is used, as it deliberately situates itself within French legal culture and engages with debates that are specific to that culture. Reflection on the supposedly "universal" themes within global popular culture and the underlying specificities of the storylines in Spiral can help students perceive systemic and cultural difference at a deep level. © 2014 The Association of Law Teachers.
‘Using oral assessment in law: opportunities and challenges’, The Law Teacher, 44.3 (2010), 365,
‘God and Caesar in the Twenty First Century: What Recent Cases Say About Church-State Relations in England and the United States’, Florida Journal of International Law, 18 (2006), 485-517,
This article analyzes current jurisprudence covering the relationship of church and state in the United States and England. The co-authors present background about the history of religious establishment and church-state jurisprudence in the two countries. They then discuss the effects of each country's recent cases on the subject. From the U.S., they discuss the Supreme Court's 2005 decisions in McCreary County v. ACLU of Kentucky and Van Orden v. Perry. Those cases, brought under the Establishment Clause of the First Amendment to the United States Constitution, concerned Ten Commandments displays on government property in Kentucky and Texas. The authors also discuss recent U.K. cases, including the Denbigh High School case, which involved Muslim dress in school. The authors conclude that the two countries are moving closer to each other on the continuum between establishment and disestablishment of religion.