Research published in specific contexts and in languages that are not widely read can contain diverse knowledges, often absent in international research published in English. As such PhD dissertations, especially when defended in a language other than English, represent important knowledge ‘in the making’ but they tend to be excluded from published research reviews. The focus of this paper is on diversity and intercultural education, examining how the specific form of Minzu (‘ethnic’) education is constructed in the Chinese language in Mainland China, by performing a systematic review of PhD dissertations from a top minority-serving institution (Minzu University of China). The paper shows that the dissertations represent a vast array of topics and contexts, much broader than e.g., publications available on Minzu education published in English. However, the ‘Westernization’ of theories and concepts/notions used is noted. Conclusions are drawn as to why it matters to take into account this kind of ‘underground’ knowledge in education research.