In contrast to the voluminous (and separate) literature on ethnicity and on education there are few attempts to deal at the theoretical level with education and ethnicity in combination. The article reviews some of the main theories regarding education (consensus, conflict, and critical sociology in education) and ethnicity (consensus, conflict, and pluralism) and evaluates them with regard to a specific case study: the Toronto Jewish community. The article outlines an alternative theoretical framework which is particularly appropriate to nondominant minority communities. The article points to the need to break down such general concepts as cultural resistance and reproduction into smaller “units,” thus creating new classifications, concepts, terms, and typologies. This article advocates the use of “relevant” culture, “relevant” resistance, etc. and uses these concepts in a more pluralistic version of the critical sociology in education.
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