Alicia Danielsson

This article presents the findings of an auto ethnographic study of adopted changes in teaching practice within a preparatory foundation module in law at a small to medium sized university in England and Wales. The emphasis of this study is placed on the development or redevelopment of effective learning environments and effective and inclusive teaching, learning, assessment and feedback practices. In particular, the focus on inclusion has formed the main theme in the objective of solving the disparities in terms of literacy and learning skills amongst a cohort of learners with diverse skills bases to build upon. This study has found that most notably, linguistic ability presents a divide within the experienced classroom. The study has revealed best practice in relation to closing the linguistic gaps for EU and International students. This category of student has benefitted most the adopted approaches and methods, Nevertheless, the approaches taken do not compromise the quality or the content of lectures, whereby the initial learning plan based on the SOLO taxonomy is still able to render the desired learning outcomes. This contributes to enhancing inclusivity within the curriculum. The study also finds that motivation is a vital factor in the successful implementation of inclusive learning environments from which all students, regardless of their ethnic and linguistic backgrounds can benefit equally.

The study of legal theory and philosophy entails conducting philosophical and scientific examinations of law and justice as a social phenomenon.
This may include engaging with theories and studies about law and justice with potential elements of speculations on the basis of ideas found in numerous disciplines, such as law, sociology, history, political science, philosophy, economics and natural sciences. The aim is to elucidate the character and nature of law, particularly in relation to society.
In practice, this takes shape in seeking to answer an indefinite range of questions about law and justice, which are not only interesting in themselves but also offer unique insights and an in-depth understanding of legal provisions and concepts in relation to their context.3 Due to the nature and extent of legal theory, it is impossible to consider every possible question which could be raised on a subject matter, especially in subject areas, which may be perceived as controversial, such as laws on prostitution. The vast amount of academic literature available on the subject covers a broad range of different concepts and ideas. This can make it difficult to piece together an initial overview of the core theoretical theories and basic notions before conducting a more in-depth analysis.
Due to the vast range of legal theories available on the subject matter, it will only be possible to discuss a carefully selected number. The intention of this paper is to provide a point of reference when conducting legal theoretical research in the area of prostitution laws through a Eurocentric lens.
Within the study of legal theories, there are two predominant species of jurisprudence identified in academic literature, namely, analytical and normative jurisprudence. Analytical jurisprudence is the umbrella term for theories seeking to answer questions relating to any major concepts of law as well as general questions of the meaning of law.
Normative jurisprudence covers legal theoretical ideas that focus on questions relating to the moral dimensions of law.
Legal Theory classifications are merely labels of convenience. When researching specific theories, they provide valuable navigational aids. However, it is important not to view each theory as a true category. Even within the distinction between analytical and normative jurisprudence, one will find analytical elements in normative jurisprudence and normative elements in analytical jurisprudence.
Thus, even in this “Roadmap” certain theorists may appear in several classifications.

In 2002, Germany legalised prostitution through the enactment of the Prostitution Act, thereby following one of the most liberal regulationist approaches to date. The following year, New Zealand enacted the Prostitution Reform Act 2003, which has become an often-referenced example of decriminalisation. Despite both jurisdictions following a regulationist approach, New Zealand‘s model has attracted much positive international attention, whereas the German approach is used as an example of the shortcomings within regulationism. Drawing on the findings of the governmental evaluations of both New Zealand‘s and Germany‘s prostitution legislation, this article argues that the significant differences between the New Zealand and German models of regulating prostitution are not to be found within the legislation, but rather in the evaluation thereof. This finding calls into question the evidence presented within the evaluation of approaches to prostitution, and suggests that there may be other societal factors which decide how the success of legislation is determined. In Germany, the evaluation of the 2002 Prostitution Act (Prostitutionsgesetz) resulted in a move towards stricter regulation of prostitution. This article examines the changes to the law that will enter into force in July 2017, which are aimed at ensuring that the rights of sex workers in Germany will not just be protected in theory, but also in practice