美國教育改革新趨勢：以伊利諾州《亞裔美國人歷史平等教育法案》及夏威夷州原住民教育課程為例

New Trends in U.S. Educational Reform: The Cases of the Illinois Teaching Equitable Asian American Community History (TEAACH) Act and the Native Hawaiian Education Curriculum

近年美國各州陸續推動更多元、平等且具包容意義的課程改革，以期將長期被邊緣化或忽略的少數族裔之歷史經驗納入主流教育脈絡。本研究首先以伊利諾州在2021年通過的《亞裔美國人歷史平等教育法案》（Teaching Equitable Asian American Community History, TEAACH）為例，探討該法案之背景、立法過程、具體內容及實施挑戰，並從實務層面說明相關專業發展計畫之設計與教師回饋。同時，夏威夷州在公立學校推行了Nā Hopena Aʻo（HĀ）框架，該框架強調夏威夷文化與土地的神聖性，並加強文化認同與環境保護的教育。HĀ框架透過文化復興和社區參與，鼓勵學生尊重傳統，同時推廣環境保護的價值觀。在綜合分析兩州案例後，本研究亦反思這些經驗對美國教育整體轉型的啟示，並進一步探討對臺灣教育政策之意涵。

In recent years, various U.S. states have been advancing more diverse, equitable, and inclusive curriculum reforms, seeking to incorporate the historical experiences of long marginalized or overlooked minority groups into the mainstream educational framework. This study first examines Illinois’s 2021 enactment of the “Teaching Equitable Asian American Community History” (TEAACH) Act as a case, exploring the background, legislative process, specific provisions, and implementation challenges of the legislation. It also illustrates, from a practical standpoint, the design of related professional development initiatives and the feedback received from teachers. At the same time, the state of Hawaiʻi has implemented the Nā Hopena Aʻo (HĀ) framework in its public schools. This framework underscores the sacred nature of Hawaiian culture and land while reinforcing cultural identity and environmental stewardship education. Through cultural revitalization and community involvement, the HĀ framework encourages students to respect indigenous traditions and promotes environmental conservation values. After a comprehensive analysis of these two state-level initiatives, this study reflects on the insights these experiences may offer for the broader transformation of American education. It also examines the potential implications for educational policy in Taiwan.