Scholarship @ UWindsor

Scholarship @ UWindsor is the institutional repository of the University of Windsor (UWindsor), showcasing and preserving the UWindsor community’s scholarly outputs, as well as items from the Leddy Library’s Archives & Special Collections. Its mission is to disseminate and preserve knowledge created or housed at the University of Windsor.

Contact scholarship@uwindsor.ca for more information.

Communities in Scholarship @ UWindsor

Select a community to browse its collections.

Now showing 1 - 4 of 4

Conferences and Conference Proceedings 3305
Papers, presentations and abstracts of conferences held at the University of Windsor, in person and virtually.
Digitized Local Collections 1552
Digitized local items from the collections of the Leddy Library, University of Windsor, and community partners.
Faculties, Departments and Research Units 4942
Open Access Faculty publications, reports and working papers from academic departments at the University of Windsor.
Theses, Dissertations, and Major Papers 12998
Formal graduate original research from the University of Windsor's Masters and Doctoral programs.

Recent Submissions

Access status: Open Access ,
Humanism Beyond Mastery: Weil and Levinas’ Ethics of Vulnerability
(University of Windsor, 2026) Schnekenburger, Erich; Noonan, Jeff
In this paper, I argue that Simone Weil and Emmanuel Levinas challenge dominant Western ethical and humanistic frameworks that ground moral responsibility in epistemic mastery of the world and of others. Traditional ethical and political theories often assume that moral action depends upon prior knowledge of human needs, social goods, or rational norms that can be grasped and applied through the will. Such knowledge becomes a prerequisite for foundational classical humanist ideals of self-determination, but often at the expense of vulnerable responsiveness to other people in concrete, shared, human existence. Post-humanist critiques have taken this tendency as an indication of an inherent inadequacy of humanism as a lens of philosophical inquiry, suggesting that attempts to understand the ‘human’ merely amounts to legitimizing oppression of marginalized groups. Conversely, I aim to diagnose these failures as tendencies towards egocentric self-preservation, resulting in a dependence on familiar conceptual frameworks as a source of grounding. Building off of Noonan and Sekyi-Otu’s defences of humanism, I contend that humanism cannot be captured in a single doctrine, but should be seen as an ongoing practice, confronting the limitations of our perceptual habits. Weil’s concepts of affliction, attention, and decreation, and Levinas’s account of infinite responsibility arising in the face-to-face relation, demonstrate that confronting the real conditions of shared human reality always demands a vulnerability to what exceeds the control of the self. As such, a humanism that truly sees itself as capable of protecting and enriching human life is a project that must always see itself as unfinished, acknowledging the interdependence of diverse perspectives of the human experience.
Access status: Open Access ,
Mentorship as a Tool for Female Educational Empowerment with Implications for Female Teachers in Tanzania
(University of Windsor, 2026) Thwaites, Emma M.; Beckford, Clinton
Despite the growing recognition of the importance of female mentorship in fostering leadership and empowerment among adolescent girls (Orenstein, 2000), both systemic and social factors like educational policies, economic constraints, and domestic expectations limit Tanzanian female’s access to and participation in educational empowerment (Makulio & Bakari, 2021; Jentzel, 2021; Iddy, 2021; UN Women ESARO, 2023). While mentorship and leadership programs have been implemented to address these challenges, a need to better understand how the initiatives create impact among the context-specific conditions remain. More specifically, limited research has examined how mentorship functions as a tool for female educational empowerment within Tanzanian educational systems. References were found by searching Omni library databases and Google Scholar as well as scanning bibliographies of relevant papers. Once the literature was organized in the spreadsheet, it was reviewed and grouped into emerging themes. After reviewing the key findings and discussions, four major themes emerged. The four main themes are: (1) Mentorship and Female Empowerment; (2) Outcomes and Sustainability; (3) sub-Saharan African Context; and (4) Tanzanian -Specific Educational Context. These themes are the basis of the systematic literature review and the foundation of the analysis. The literature highlights the complex and context-dependent aspects of empowerment. Structural and institutional barriers, as well as social and cultural expectations, continue to limit women’s educational opportunities in sub-Saharan Africa and Tanzania. While mentorship and leadership initiatives can provide support, their impact is greatest when efforts to address systemic inequalities are included. This reinforces the importance of understanding empowerment as a multifaceted process that goes beyond individual interventions. These findings have important implications for the design and implementation of programs, specifically for female educators in Tanzania. Programs should prioritize structured and contextually responsive approaches that address both individual and systemic barriers to empowerment. Additionally, integrating mentorship within broader institutional and policy structures may increase its effectiveness and sustainability.
Access status: Open Access ,
Off the ice: An oral history of the Swift Current Broncos’ relationship with hockey
(TAYLOR AND FRANCIS) Miller, P. Joseph; Greenham, Craig; Loughead, Todd
In 1986, the Swift Current Broncos departed in their team bus for a Canadian Hockey League game. With inclement weather affecting driving conditions, the bus hit a patch of ice – flipping the bus onto its side and killing four players and injuring several others. Through interviews with five survivors of the accident, this study examined how a tragedy closely linked to sport can impact a player’s relationship with the game; sport’s role in the healing process; and how an athlete can maintain – or rekindle – their passion for sport over time. Interviewees experienced feelings of solace in the team environment and welcomed hockey’s ability to serve as a distraction. These comforts provided only temporary relief, however, as players explored various forms of therapy years after the accident. Despite difficulties, participants celebrated hockey and characteristics of their junior hockey experience, and cited maintained involvement with the sport 37 years after the accident.
Access status: Open Access ,
The Broncos: A social support approach to team tragedy
(Sage, 2026) Smith, Shaun; Greenham, Craig G.; Miller, P. Joseph; Loughead, Todd M.
This qualitative study provides a retrospective analysis of the 1986 Swift Current Broncos bus crash, exploring how social support is interpreted over the life course. Guided by Holt and Hoar’s framework, interviews with players, billets, and staff reveal the long-term impact of structural, functional, and perceptual support. While peer support remained a lifelong constant, the absence or deliberate obstruction of organizational and professional services created 35-year trajectories of delayed recovery. Findings detail how mental health stigma and predatory power imbalances within junior hockey institutionalized silence, shaping survivors’ welfare for decades. This longitudinal perspective highlights the necessity of sport support systems that are not only responsive to immediate trauma but also accountable for the enduring, long-term needs of athletes.
Access status: Open Access ,
Underwater sound levels in the Canadian Arctic, 2014–2019
(Elsevier BV, 2021-05-03) William D. Halliday; David R. Barclay; Amanda N. Barkley; Emmanuelle Cook; Jackie Dawson; Casey Hilliard; Nigel E. Hussey; Joshua M. Jones; Francis Juanes; Marianne Marcoux; Andrea Niemi; Shannon Nudds; Matthew K. Pine; Clark Richards; Kevin Scharffenberg; Kristin H. Westdal; Stephen J. Insley
The Arctic has been a refuge from anthropogenic underwater noise; however, climate change has caused summer sea ice to diminish, allowing for unprecedented access and the potential for increased underwater noise. Baseline underwater sound levels must be quantified to monitor future changes and manage underwater noise in the Arctic. We analyzed 39 passive acoustic datasets collected throughout the Canadian Arctic from 2014 to 2019 using statistical models to examine spatial and temporal trends in daily mean sound pressure levels (SPL) and quantify environmental and anthropogenic drivers of SPL. SPL (50-1000 Hz) ranged from 70 to 127 dB re 1 μPa (median = 91 dB). SPL increased as wind speed increased, but decreased as both ice concentration and air temperature increased, and SPL increased as the number of ships per day increased. This study provides a baseline for underwater sound levels in the Canadian Arctic and fills many geographic gaps on published underwater sound levels.