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This study explores the complex issues in culturally sensitive social services in the context of ethnic polities. We examine the reasons why the social service sector fails to provide equitable services to minorities. We explore the concept of ethnic match, services delivered by ethnic personnel, in an ethnic agency and using ethnic practice, as an attainable solution to the problems, by comparing with a Chinese and a Jewish ethno-specific family service agency in Montreal. The ways they deliver sensitive services to communities members and the challenges they face are documented. The dynamic of the ethnic polities in which these two agencies operate is also examined. We argue the formation and functioning of these agencies are shaped by a set of internal factors (within the communities) and external factors (in Quebec society). Culture plays a vital role in service delivery and help seeking, and also in the organization of these ethnic communities. Policy implications are discussed, and future research is suggested.

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Since the seventies, the Quebec Government has repeatedly expressed its determination to make community schools a reality. We argue that two major obstacles inhibit the realisation of this project on the Island of Montreal. Because of the existing school system division along religious lines, the average school catchment area is too large for all schools to become central places for their communities. Second, the formal participation offered to parents does not allow them any real involvement in school life. We propose a geographical method for a local population to contribute to the staging of local school life. For local values to penetrate the school, they must first be identified. We conducted analysis of the school landscape at geographical scales ranging from the neighborhood to the classroom, in order to show how this landscape expresses values which can be evaluated by a local community. For our purposes, we conceive of the landscape as a theater or a stage set. This approach could constitute a new avenue for re-situating the school in its community.

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