Abstract
This theory-based article argues that the theme of altruism should be a central focus of educational research and practice with refugee-background (RB) students and families. Echoing work by Rogers and Anderson (2019), I suggest that altruistic capital, as a form of community cultural wealth (CCW), can be part of counter-storytelling oriented in Critical Race Theory (CRT), which can challenge deficit-oriented “master narratives” about RB students. I draw on data from previously published research to illustrate the prevalence and power of altruistic capital in RB students’ lives. The analysis is structured according to three themes: Prosociality and Willingness to Sacrifice, Critical Awareness and Collective Advocacy, and Preparation for Altruistic Career Paths. After discussing pedagogical and curricular implications for each of these aspects of altruistic capital, I present a heuristic of questions that can guide educational policy, instructional practice, and future research with RB students and other marginalized groups.
Published Version
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