Abstract

In the context of globalization, traditional embodied cultural practices are increasingly reshaped by institutional, social, and media environments, raising questions about their contemporary educational value; however, existing studies on martial arts have tended to focus on standardization or hybridity while overlooking their pedagogical functions in urban contexts. This study aims to examine the educational value of Shanghai jian shu (Chinese swordsmanship), particularly in relation to cultural identity formation and aesthetic learning. Adopting a qualitative, multi-sited research design, the study draws on six months of fieldwork in Shanghai, including 24 semi-structured interviews, approximately 120 hours of participant observation, and analysis of 52 short-form video clips. The findings indicate that the transformation of jian shu is best understood as a process of structural reconstruction rather than cultural loss or preservation: transmission shifts toward institutional and media-driven forms, identity becomes multi-field and situational, and aesthetic learning is reoriented from embodied experience toward visibility-centered evaluation. From an educational perspective, the study identifies three interrelated dimensions of value—embodied learning, identity learning, and aesthetic learning—demonstrating that jian shu functions as a dynamic pedagogical practice through which learners engage tradition and develop cultural and perceptual competencies. These findings contribute to globalization and cultural education research by highlighting the importance of analyzing how the conditions of practice are reorganized, offering a more integrated framework for understanding the continuing relevance of traditional embodied practices in contemporary society.

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