Let Me See Your Fancy Steps: Story of a Métis Dance Caller: The Story of Jeanne Pelletier as Told to Sylvie Sara Roy and Wilfred Burton – A Book Review

“Let Me See Your Fancy Steps: Story of a Métis Dance Caller: The Story of Jeanne Pelletier as Told to Slyvie Sara Roy and Wilfred Burton”

by Jeanne Pelletier, Sylvie Sara Roy, and Wilfred Burton

Published by Gabriel Dumont Institute Press

Reviewed by B.D. Charles

C$25.00 ISBN: 9781926795898

“Let Me See Your Fancy Steps: Story of a Métis Dance Caller: The Story of Jeanne Pelletier as Told to Sylvie Sara Roy and Wilfred Burton”, is the story of Jeanne Pelletier as told by Sylvie Sara Roy and Wilfred Burton, published by the Gabriel Dumont Institute Press. Throughout the course of this book, the reader learns that Jeanne Pelletier is an accomplished Métis woman and a revered member of the Métis community in southern Saskatchewan. Roy and Burton begin Jeanne’s story by highlighting the fact that she began her career as the first female Métis Jig dance caller in the 1970s, a time in which the dance callers were exclusively men and the community was difficult for women to traverse. Roy brilliantly showcases the life experiences and work of Jeanne’s career and rise as a prominent dance caller and Métis educator in Saskatchewan. The book recounts Jeanne’s experiences of reviving the Métis dance to the children in her community and by extension other Métis values such as community, culture, and respect. The book also acts as a vehicle for Jeanne to tell her story and pass on some of the knowledge that she has gained through her career.

The recounting of Jeanne’s work is supplemented throughout the book by testimonials of her former dance students and community members, all of whom praise the dance caller for the substantial impact that she’s had both on their personal lives, as well as the academic and social climates of the Métis community in Saskatchewan. As a Métis myself, I feel lost at times, as if my culture is fuzzy or foreign to me. Reading the life experiences, knowledge, and not to mention the wealth of Métis Jig steps found in this book gave me an overwhelming sense of peace to see research of this caliber and this level of care being invested in my culture. I would highly recommend this book to anyone with an interest in Métis culture and the significance that the jig has to the culture. Anyone who has seen the Métis Jig performed live knows that it is a beautiful and awe-inspiring dance, but after reading Jeanne’s explanations of the cultural significance of the dances, I will now appreciate the dance that much more as a story and celebration of my culture. It is also worth mentioning that entire dance sequences are written out to follow with Jeanne’s notes, and the book includes an instructional DVD.

I had heard recently from an older Métis gentleman that the Métis community in Saskatchewan is somewhat dormant but works as recent as this and of this quality are direct evidence of the contrary. The Métis community is alive and well, this opportunity to learn more about my culture filled me with an abundance of belonging and pride.  I am not sure of all the ways that I can thank the incredibly talented team that went into the creation of this cultural gem, but I can start with, “Miigwetch et merci”.

 

THIS BOOK IS AVAILABLE AT YOUR LOCAL BOOKSTORE OR FROM WWW.SKBOOKS.COM

Dissident Knowledge in Higher Education: A Book Review

“Dissident Knowledge in Higher Education”
by Marc Spooner and James McNinch
Published by University of Regina Press
Reviewed by Ben Charles
C$34.95 ISBN: 9780889775367

Dissident Knowledge in Higher Education, edited and introduced by Marc Spooner and James McNinch and published by University of Regina Press is a highly astute evaluation of the current academic paradigm found within modern universities and educational institutions. Spooner and McNinch, both brilliant academics in their own rights, draw from an all-star cast of academics to review the historical and socioeconomic factors that have led to the neoliberal and corporate interest serving audit culture that can be observed in our post-secondary institutions today.

In the true fashion of academic literature, the thoughts and ideas that Spooner and McNinch present are supported by a nearly maddening amount of research, scholars, and peer-reviewed literature from a wide variety of sources. These sources used to support their arguments are also drawn from a range of interdisciplinary scholars and institutions, a detail that I found impressive as it was evident that this literature was written with great care in ensuring that bias was not included. The end result of this is an objective, yet shrewd and scathing critique of the educational system. It is also worth noting that this literature dedicates an entire section to Indigenous research methodologies, community-based participatory research, Traditional Knowledge, and the shifting academic climate that is beginning to rightfully perceive these modalities as legitimate, despite the lingering worldviews left behind by the colonialist foundations of academia. Not only that, but many of the authors in this book detail the lingering effects of colonialism, racism, power dynamics, and other thought-provoking and uncomfortable topics that provide the reader with the ugly context that unfortunately came with the foundations of post-secondary institutions.

The team of interdisciplinary and prestigious scholars such as Noam Chomsky, Yvonna S. Lincoln, Christopher Meyers, Marie Battiste, and many others, contribute ideas to form an absolutely essential review for anyone seeking to gain a deeper understanding of post-secondary politics, economics, and power structures. Any student, academic, professor, or person with an interest in the academic climate needs to pick up a copy of this book to save themselves from missing out on a truly thought-provoking, precise critique of academic culture.

That being said, this literature is an advanced read. Although Spooner and McNinch do an exceptional job editing and the authors avoid pedantic jargon as much as possible, the nature of academic writing does, unfortunately, require jargon to some degree. This book is incredibly well-written, intellectual, and follows scientific procedure perfectly; however, I would more strongly recommend this book to readers who are versed in reading academic literature.

In conclusion, Dissident Knowledge in Higher Education is a much-needed and refreshing examination of our post-secondary institutions and provides the reader with valuable insight on the seemingly impossible to decipher web of bureaucracy and colonialist policy that plagues the educational climate. Spooner and McNinch truly do succeed in providing the reader a window into questioning our institutions, and evaluating our scientific community as one that should strive to pursue a deeper understanding of existence and serve humanity rather than corporate interests.

THIS BOOK IS AVAILABLE AT YOUR LOCAL BOOKSTORE OR FROM WWW.SKBOOKS.COM