Abstract
Abstract The author offers an analysis of his own experience of the field of multicultural education in England. In retrospect, the field seemed to be dominated by applied concerns and remained largely atheoretical in nature. A logical development from this situation is theory construction. Research on Gujaratis in Britain is used to illustrate the process of theory construction. Researches are examined not in terms of conclusions but in terms of the kinds of empiricisms to which they lead. Such empiricisms are appropriate for testing in relation to other cultural groups. As this process continues, a clear movement from specific contentions to more general statement is discernible. It is suggested that this kind of progress in thinking about multicultural education will contribute to the professionalisation of the field. Among the problems are mentioned the orientation of the field and the constantly changing relationship between terminology and its meaning. The discussion ends with an optimistic note.
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