On July 10, 2003, California Assembly Bill 78 was signed into law by Governor Gray Davis, becoming Section 51221.4 of the California Education Code. This was an important historical moment for Hmong Americans because Assembly Bill 78 (hereafter AB 78) was and remains one of the few pieces of public legislation to have resulted from the mobilization of Hmong social actors since Hmong refugees’ arrival to the United States in the mid-1970s. AB 78 expresses the California State Legislature’s encouragement that its public schools and, specifically, its social science curriculum in grades 7 to 12 teach students about the Vietnam War, including the “Secret War” in Laos and the role of Southeast Asians in that war. The Legislature also encourages that this instruction include oral or video histories that “shall exemplify the personal sacrifice and courage of the wide range of ordinary citizens who were called upon to participate and provide intelligence for the United States.”1 How were Hmong Americans in California’s Central Valley able to mobilize public support for and successfully lobby the California State Legislature to pass Assembly Bill 78 in a short period of time? What role did discursive opportunity and framing play in their successful mobilization? I argue that the Hmong community’s mobilization to incorporate their history in California’s public schools was effective because of several crucial factors. First, a condition—teenage suicides—became defined and legitimated as an ethnic “cultural crisis,” which created the crucial discursive opportunity for a segment within the Hmong American community to mobilize collective consensus and

中文翻译：

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加州苗族融合运动中的话语机会动态

2003 年 7 月 10 日，加州议会第 78 号法案由州长格雷·戴维斯签署成为法律，成为加州教育法典的第 51221.4 节。这对美国苗族人来说是一个重要的历史时刻，因为第 78 号议会法案（以下简称 AB 78）是并且仍然是自苗族难民抵达美国以来动员苗族社会行动者而产生的为数不多的公共立法之一。 1970 年代中期。AB 78 表达了加利福尼亚州立法机构的鼓励，即其公立学校，特别是其 7 至 12 年级的社会科学课程向学生教授越南战争，包括老挝的“秘密战争”和东南亚人在那场战争中的作用。立法机关还鼓励该指令包括口述或视频历史，“应体现被要求参与并为美国提供情报的广大普通公民的个人牺牲和勇气。”1 加利福尼亚的苗裔美国人如何中央谷能否在短时间内动员公众支持并成功游说加利福尼亚州议会通过第 78 号议会法案？话语机会和框架在他们的成功动员中扮演了什么角色？我认为苗族社区将他们的历史融入加州公立学校的动员是有效的，因为有几个关键因素。首先，一种情况——青少年自杀——被定义和合法化为种族“文化危机，