过去有几位作者试图解释育儿是什么，尤其是在现有文化实践的背景下。几乎所有的作者都认为抚养孩子是不同文化意识形态的反映，是不同文化的实践和价值观的反映。Ogbu (Ogbu, 1981)认为，父母为他们所了解和经历的社会和世界做准备。社会很容易影响和塑造我们的学校。社会的核心价值观和实践是塑造我们学校的一些关键因素。在学校学习的氛围中，教育者、学生和家长可能永远无法理解文化的深层含义。著名人类学家对文化的传统定义可能不足以设计和执行在不同文化背景下如此普遍的学校学习体验。在本节中，我们将把客观化文化作为设计和构建一个简单而可行的文化定义的基本步骤。这个简单的工作定义将帮助我们简化规划不同人群的学校学习体验。
Several authors in the past have tried to explain what childrearing is, especially in the context of existing cultural practices. Almost all authors believe that childrearing is a mirror of different cultural ideologies along with practices and values of different cultures. Ogbu (Ogbu, 1981) believes that parents prepare their children for the society and the world as they know and experience it. Society can easily influence and shape our schools. The core values and practices of the society are some of the critical factors that shape our schools.Educators, students and parents may never understand the deeper meaning of culture within the ambience of school learning. Traditional definitions of culture given by noted anthropologists may not be sufficient for designing and executing school learning experiences that are so common in culturally different settings. In this section, we will treat objectifying culture as the basic step in the process of designing and constructing a simple and workable definition of culture. This simple working definition will help us streamline planning school learning experiences among different people.