Abstract
How is it possible to define tutoring of pupils in a rich and developed country like Norway as a humanitarian need for which the Red Cross finds it necessary to initiate action? This paper intends to take a closer look at this question by analyzing the intentions and goals set for the Oslo Red Cross Resource Centres, attempting to relate this to the Norwegian official educational policy for linguistic minorities, and present a short theoretical background for the arguments. In addition there is a chapter with reflections of my own experiences as a volunteer in the organized tutoring at one of the Resource Centres.