Abstract
The master narrative of trauma and loss thus translates to a deficit discourse that highlights student needs more than school responsibilities and opportunities. This deficit discourse creates a sense of protectionism that underlies many school policies and practices. The earliest “pitch” for admitting refugees to the United States emphasized both humanitarian need and potential societal contributions from resettled refugees. Indeed, research has documented that refugee resettlement is a “win-win” for receiving countries, offering measurable economic benefits. A humanizing discourse thus must recognize the importance of both material and non-material goals and resources in the lives of current and former refugees.
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