Abstract
In this autoethnography, I explore personal and professional processes of adaptation that have an impact on music pedagogies while teaching music with students of immigrant and refugee backgrounds in Canada. Informed by theories of introspection, cultural fusion, and mestizaje, this article also provides representations of reflexivity. Throughout the article, reflections transform into imagined futures of music education in societies experiencing sociocultural fusion and social change due to human mobility. Autoethnography, as a research methodology, serves to analyze a selection of past and present events as temporal reflections that inform music education pedagogy, and the frameworks for analysis serve to bring light into complex understandings of pedagogical adaptation in fluctuating social contexts.
