This paper presents a doctoral study that investigates songwriting as a participatory arts-based research practice in a two-semester seminar for pre-service music teachers at a Swiss teacher-education university. The project examines how songwriting can function not merely as a teaching activity but as a mode of inquiry that challenges conventional boundaries between teacher and learner, subject and object, or musical and non-musical knowing.In this study, songs are not treated as data but as epistemic agents that shape pedagogical relations and experiences of learning. As material-discursive artefacts, songs intra-act with bodies and social spaces to perform agential cuts that open possibility-spaces for thinking, feeling, and hearing differently. Theoretically, the project draws on Erinn Gilson’s (2014) concept of epistemic vulnerability, reformulated through a posthumanist lens and in dialogue with Karen Barad’s (2007) agential realism, as the ethico-onto-epistemological condition of transformative arts-based learning.The inquiry combines autoethnographic reflection with sustained individual and small-group songwriting by the participants. The research apparatus consists of the songs produced in the seminar, audio recordings of performances and discussions, participants’ written reflections, and the researcher’s own field notes and analytical songs. Analysis attends to how these entanglements of music, words, space, and bodies shaped relationships, fostered reflexivity on professional identity, and expanded what can count as professional knowledge in teacher education.Rather than adopting the familiar educational image of a bridge as a one-way structure leading students from a defined ‘here’ to a predetermined ‘there,’ the paper proposes to think of bridges as provisional structures and bridging as an ongoing practice of mapping our relational becomings. It argues that building bridges ‘for all’ must begin with an openness to not knowing who ‘all’ are or what their needs may be. Finally, arts-based research approaches like songwriting are shown to potentially transform teaching into an ethical practice of attentively re-shaping the conditions of pedagogical encounter through listening; thereby building bridges not for, but with our learners. By building with instead of for, the study foregrounds educational justice as a practice of collective listening and responsiveness, opening learning spaces to transformation without presuming to speak for those who are present or those yet to come.