Recherche uO Research Accueil

Recherche uO, le dépôt numérique de l'Université d'Ottawa, réunit le matériel de recherche et d'enseignement créé par notre communauté universitaire et nos partenaires. Le savoir de l'Université est ainsi disponible à long terme et en accès libre, ce qui lui procure de la visibilité et facilite sa diffusion.

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Peacekeeping Experiences in Navigating Gender Mainstreaming and UNSCR 1325: Individual, Organizational and Operational Realities for Integrating Gender Equality into Peace and Security
(Université d'Ottawa / University of Ottawa, 2026-08-18) Ahmed, Ishrat Jahan; Sjolander, Claire Turenne
Gender mainstreaming in United Nations Peace Operations, mandated by UN Security Council Resolution 1325 on the Women, Peace and Security (WPS) agenda, requires societal transformation for full implementation across diverse communities. Adopted in 2000, the resolution calls not only for increasing the representation of women in UN peace operations, as often understood within the United Nations (UN), but also for a deep commitment by UN member states to social justice to eradicate embedded inequalities and promote peace and security for all. My empirical research, based on interviews with peacekeepers from Bangladesh, reveals that UN peacekeepers encounter complex challenges in post-conflict societies, including navigating militarized institutional cultures, operating in risky settings, and confronting gendered protection norms that hinder effective peacekeeping and reconstruction. It also shows that the reinforcement of patriarchy, masculinity, and militarization creates significant obstacles for women, including inequality, restricted mobility, insecurity, and exclusion, preventing them from reaping peace dividends. UN peacekeepers are tasked with protecting civilians and maintaining peace and security through their operations, programmatic actions, and gender mainstreaming efforts. Therefore, understanding barriers to women's equal participation in UN peace processes remains crucial for identifying practical strategies to eliminate them. To this end, my research critically assesses the current effectiveness and inherent shortcomings of peacekeeping training as a tool for implementing the WPS agenda, with a particular focus on gender mainstreaming. The study's recommendations highlight the need to improve this training to be effective, gender-responsive, and transformative. As vectors for peace, peacekeepers must understand local specificities within cultural contexts and address the challenges to gender mainstreaming while navigating the broader systemic flaws of post-conflict reconstruction.
Isometries of Hermitian Lattices over Discrete Valuation Rings
(Université d'Ottawa | University of Ottawa, 2026-08-18) Larose, Simon; Zaynullin, Kirill
In this thesis, we study the generation of the unitary group of a Hermitian lattice over a separable extension of discrete valuation rings by symmetries of the lattice. After introducing basic algebraic definitions, we give an exposition of the theory of Dedekind domains, with the goal of describing discrete valuation rings as their local rings. We then extend results about Hermitian lattices over valuation rings of non-Archimedean local fields to our setting. Finally, we extend a known result about the generation of the unitary group of certain $2$-adic Hermitian lattices to lattices over arbitrary separable extensions of discrete valuation rings, and we count the number of symmetries that appear in the factorization given by our theorem in the case where the isometry is strictly diagonalizable.
Biovigilance Toolbox for Nationwide Biosurveillance of Air-borne Plant Pathobiome: Environmental and Landscape Drivers of Airborne Cereal Pathogens
(Université d'Ottawa | University of Ottawa, 2026-08-18) Bakelmun, Morgan; Chen, Wen
Fungal pathogens pose a constant threat to Canadian cereal production by reducing yield and grain quality. Many of these pathogens disperse via air currents, enabling rapid, long-distance spread. Moving beyond reactive disease management, this study employs a biovigilance framework to characterize and predict pathogen dynamics. We tested three primary hypotheses: that airborne pathogen distribution is driven by host-crop availability (spatial hypothesis), regulated by specific meteorological conditions (temporal hypothesis), and that species-level resolution reveals ecological patterns obscured at the genus level (taxonomic resolution hypothesis). Seven air samplers were deployed across seven provinces from 2020 to 2023, collecting 437 samples. Using ITS2 metabarcoding and the AODP bioinformatic pipeline, we generated 14.4 million high-quality reads. We identified 43 ASVs representing 15 species of cereal-associated pathogens. Supporting the spatial hypothesis, the wheat specialist Parastagonospora nodorum and various Ustilago species exhibited distributions strictly coupled with the prevalence of their respective host crops. In support of the temporal hypothesis, Fusarium, Blumeria graminis, and Puccinia species displayed climate-responsive dynamics, with abundance modulated by humidity and wind speed. Furthermore, consistent with our taxonomic resolution hypothesis, resolving pathogens to the species level allowed us to distinguish host-specific dispersal patterns within complex genera like Ustilago. This study demonstrates that integrating high-resolution airborne metabarcoding with landscape and climatic data provides a scalable framework for predictive disease surveillance and targeted intervention in complex agroecosystems. The pronounced seasonal peaks of Blumeria graminis associated with relative humidity and host presence within a 5 km radius further validate the temporal hypothesis, linking environmental suitability with host availability. This study demonstrates that integrating high-resolution airborne metabarcoding with landscape and climatic data can pinpoint high-risk periods and locations, offering a scalable framework for predictive disease surveillance and targeted intervention in complex agroecosystems.
Why We Can't Afford Pipelines: State-Corporate Rentierism on Wet'suwet'en Territory
(Université d'Ottawa | University of Ottawa, 2026-08-18) Robidoux, Sarah; Bittle, Steven
Using the Shut Down Canada movement as a case study, this thesis engages in a critical analysis of the capitalist state and its response to the Wet’suwet’en pipeline protests in February 2020. Much of the existing research tends to treat Indigenous resistance in binary terms (colonizer/colonized), which fails to situate Indigenous struggles within broader relationships of power, in this context rentier capitalism. This gap in the literature is addressed through Nancy Fraser’s concept of boundary struggles to understand the Wet’suwet’en pipeline protests as a site of conflict between capitalism’s economic and non-economic features, and which secures the conditions for rent extraction. This study also relies on Critical Discourse Analysis to examine the ideologies that influenced the state’s response to the conflict, and how this response (re)produces unstable capitalist conditions. In doing so, this study found that dominant discourses overcame counter-hegemonic knowledge claims during the pipeline protests. These discourses relied on equity agreements signed by elected band councils and arguments of ‘clean energy’ to undermine Wet’suwet’en law and authority, and diminish environmental concerns. Taken-for-granted assumptions about the purported economic benefits of the pipeline further influenced which knowledge claims “won out”. Although a memorandum of understanding was signed between governments and the Wet’suwet’en Hereditary Chiefs, the pipeline conflict was never resolved and the Wet’suwet’en continue to resist resource extraction projects. This study concludes that in order to target and adequately critique the capitalist state, we need to develop a broader understanding of social transformation.
“No Parent? No School:” A Narrative Inquiry Into the Experiences of Parents in an Alternative Public School Community in Québec, Canada
(Université d'Ottawa | University of Ottawa, 2026-08-18) Daoust, Melissa; Brunet, Marie-Hélène
In this paper-based dissertation, I narratively inquire into parents’ experiences within a publicly funded alternative elementary school in Québec, Canada. Narrative inquiry, understood as both a qualitative research methodology and a way of studying experience through stories, offered a way of attending to how parents experience participation over time, across place, and in relation with children, teachers, and the broader school community. Living alongside research participants involved sustained conversations, classroom and schoolyard encounters, observations within project spaces, and ongoing attentiveness to the relational and ethical dimensions of experience as they unfolded in everyday life. This study takes place at Mockingbird Elementary School, a school affiliated with the Réseau des écoles publiques alternatives du Québec (RÉPAQ), a network of publicly funded alternative schools grounded in community participation, collective responsibility, and project-based learning. Within this context, parents are structurally embedded within the life of the school through weekly project- based learning, evaluative conversations, committee work, and collective school governance. Between March 2025 and April 2026, I engaged with four parents—Annie, Mia, William, and Claire—whose experiences reflected differing moments of entry, belonging, uncertainty, and transition within the school community. Three interrelated papers extend this narrative inquiry. The first explores participation as intertwined family-school-community making, attending to the relational, emotional, and moral work involved in sustaining collective life within an alternative school community. In the second paper, I think with Hannah Arendt’s (1958) notion of spaces of appearance to inquire narratively into how parents come to appear before others within collective and relational school spaces, where visibility, judgement, plurality, and exposure are continuously negotiated. The third lingers with relational ethics to explore how relationships between researcher and participants are negotiated within the fragile and contested in-between spaces of institutions and narrative inquiry. By attending to parents’ lived experiences at Mockingbird, this dissertation contributes to scholarship in narrative inquiry, relational ethics, and family-school-community relationships. It also (re)considers and (re)imagines anew dominant understandings of parental engagement in education, offering possibilities for teacher education and educational communities seeking more relational, participatory, and socially democratic ways of living together in schools and beyond. Dans cette thèse par articles, j’explore narrativement les expériences de parents au sein d’une école primaire alternative publique au Québec, Canada. L’enquête narrative, comprise à la fois comme une méthodologie de recherche qualitative et comme une manière d’étudier l’expérience à travers les récits, a offert une façon de porter attention à la manière dont les parents vivent leur participation au fil du temps, à travers les lieux, et en relation avec les enfants, les enseignant-es et la communauté scolaire élargie. Vivre aux côtés des participant-es à la recherche a impliqué des conversations soutenues, des rencontres dans les classes et les cours d’école, des observations dans les espaces de projets, ainsi qu’une attention continue aux dimensions relationnelles et éthiques de l’expérience telles qu’elles se déployaient dans la vie quotidienne. Cette étude se déroule à l’école primaire Mockingbird, une école affiliée au Réseau des écoles publiques alternatives du Québec (RÉPAQ), un réseau d’écoles publiques alternatives ancré dans la participation communautaire, la responsabilité collective et l’apprentissage par projets. Dans ce contexte, les parents sont structurellement intégrés à la vie de l’école à travers les projets hebdomadaires, les rencontres évaluatives, le travail en comité et la cogestion de l’école. Entre mars 2025 et avril 2026, j’ai cheminé aux côtés de quatre parents — Annie, Mia, William et Claire — dont les expériences témoignaient de différents moments d’entrée, d’appartenance, d’incertitude et de transition au sein de la communauté scolaire. Trois articles interreliés prolongent cette enquête narrative. Le premier explore la participation comme un faire famille- école-communauté, en portant attention au travail relationnel, émotionnel et moral impliqué dans le maintien d’une vie collective au sein d’une communauté scolaire alternative. Dans le deuxième article, je pense avec la notion d’espaces d’apparition de Hannah Arendt (1958) afin d’explorer narrativement la manière dont les parents viennent à (ap)paraître devant les autres dans des espaces scolaires collectifs et relationnels, où la visibilité, le jugement, la pluralité et l’exposition sont continuellement négociés. Le troisième article s’attarde aux enjeux de l’éthique relationnelle afin d’explorer comment les relations entre la chercheuse et les personnes participantes se négocient dans les espaces fragiles et contestés de l’entre-deux institutionnel et de l’enquête narrative. En portant attention aux expériences vécues des parents à Mockingbird, cette thèse contribue aux travaux en enquête narrative, en éthique relationnelle et aux recherches portant sur les relations famille-école-communauté. Elle permet également de (re)considérer et de (ré)imaginer autrement les compréhensions dominantes de l’engagement parental en éducation, en ouvrant des possibilités pour la formation à l’enseignement et pour les communautés éducatives qui cherchent des manières plus relationnelles, participatives et socialement démocratiques de vivre ensemble, à l’école et au-delà.