Tacit knowing, embodied knowledge and "becoming the phenomenon"-based ethnography

I discuss methodological challenges and peculiarities of practice-based research, focusing in particular on the method that I call "becoming the phenomenon"-based ethnography (BPbE) and I have employed in my research on dance as a tool for the empirical study of tacit knowing and embodied knowledge.
It is not "simply" about putting oneself in the midst of the set of contingencies (Goffman 1989) of a particular social and phenomenal (Merleau-Ponty 1942; Garfinkel 2002) field. It is also about to (a) explicitly centre the research on one's own practical and situated learning, and (b) consciously, knowingly, reflexively and "sceptically" (Wright Mills 1959) exploit one's own observed experience as an heuristic tool. It is about accessing the tacit understandings of practical knowledge through practice itself (O'Connor 2007) and writing about it.
Data primarily consist of fieldnotes and videorecordings. On the one hand, I have been observing two dance companies and the related schools, while, on the other hand, I have been attending dance classes for the first time in my life, so as to understand the meaning of becoming and being a dancer, to acquire a practical, visceral mastery, and to explain the agents' praxeology (Wacquant 2009).
I address the problem of tacit knowing "invisibility" and present BPbE as a strategy for avoiding the un-reflexive, un-observed use of membership knowledge that most autoethnographies do, as well as the mis-interpretation and imaginary-driven analysis (Becker 1998) coming from being a "stranger" to such a knowledge. I discuss the advantages of studying the process of acquiring - as an adult, "reflexively reflexive" (Bourdieu 2001) ethnographer - practical, embodied abilities, and pay attention to the opportunities offered by teaching/learning contexts (cf. Crossley 2007; Wacquant 2000). Finally, I discuss the ways in which BPbE could, and should, interrelate with "traditional" participant observation as well as video-based research in order to make the tacit visible.