This study investigates how members of the Tibetan diaspora conceptualize the role of computer science (CS) education for their community. While dominant narratives often frame CS as a pathway to economic mobility, participants in this research described broader aspirations, envisioning computing as a tool for preservation of cultural identity and community empowerment. Drawing on thematic narrative analysis of interviews, classroom observations, and reflexive field notes collected during a week-long site visit in 2023, the study surfaces tensions between standardized CS curricula and community-based educational goals. In response, this research proposes the development of a community-driven CS Vision Framework that centers culturally sustaining pedagogy, digital sovereignty, locally rooted learning pathways, and sustainable infrastructure. This work contributes to justice-oriented computing education by reframing CS as a discipline capable of affirming identity and enabling self-determination in displaced contexts.