This article builds on the results of an analysis of reviews of data-based research literature in the field of multicultural teacher education. The author discusses two examples of major findings from the seven reviews considered: the amount and quality of research and the hidden curriculum of teacher education. Limitations of the reviews are also discussed and particular attention is paid to the issues of defining multiculturalism and building a theoretical argument. The author describes, in detail, two major tensions that are evident in the field: the demographic tension and the effectiveness tension. In addition, the article suggests ways in which the field might move forward by establishing a strong theoretical rationale for its investigations.
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