Dr Chloe Wallace's Publications
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.
Learning legal reasoning is a central part of any undergraduate law degree and remains a threshold concept: one which is vital for any law student to grasp, but which is often difficult to explain. It is a form of reasoning which is very distinctive to the discipline. This article explores the applicability of learning theories typically used to ground pedagogy in higher education to the specific task of teaching legal reasoning. Constructivist or experiential theories of learning are widely used in higher education, but they need to be used with a clear focus on the specific nature of legal reasoning, which does not fit neatly within the assumptions about learning which underpin many constructivist approaches. Situated learning theories, which place emphasis on the role of the community in constructing knowledge, can also be of value. However, steps need to be taken to avoid replicating the hierarchy of the legal community within educational communities. Overall, the pedagogy of legal reasoning needs to pay attention to the specific nature of legal reasoning, to enable students to access the discourse of the legal community to use as a model, and to take students seriously as members of that community.
‘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.
‘The draft constitutional treaty: Towards a social constitution for Europe?’, Journal of Social Welfare and Family Law, 25.4 (2003), 411-423,
‘Recent developments in human rights law in the European Union’, Journal of Social Welfare and Family Law, 24.1 (2002), 111-126,
‘European Integration and Legal Culture: indirect sex discrimination in the French Legal System’, Legal Studies, 19 (1999), 397-414,
‘Community Sex Discrimination in National Courts: A Legal Cultural Comparison’, in Social Law and Policy in an Evolving European Union, ed. by Shaw J (Hart Publishing, Oxford, 2000), 119-133,