Abstract
Abstract Entering the field with previously attained musical skills may help facilitate initial immersion. However, it may also deceptively signal to informants that an ethnographer is fluent in local intersocial practices. Reflexivity about this disjuncture can be an analytic tool within ethnographic methodology. I draw on field research in eastern Tennessee to show how my fiddling skills positioned me within ongoing social and musical encounters, despite my lack of more nuanced cultural knowledge. I treat the resulting confusion as valuable data in a case study on classed sociomusical interaction and self-making.
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