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Diese Dissertation befasst sich mit räumlichen Wahrnehmungen und Diskursen, mit denen man den Raum und seine Bestandteile behandelte. Die Eroberung Sibiriens im 17. Jahrhundert bewirkte einen tiefgreifenden Wandel in den russischen Vorstellungen über die weit entfernte Peripherie sowie deren Ressourcen. Die neuen Denkweisen kristallisierten sich in einer diskursiven Formation heraus, die Macht über Raum und Rohstoffe Sibiriens symbolisierte und organisierte. Dieser „Berg-Diskurs“ trug moderne Züge, denn er bedurfte sich neuer Formen der Kontrolle über die Raumsproduktion. Diese Einstellung wurde allmählich zu einer erstaunlich überlebensfähigen räumlichen Ideologie und zum festen Bestandteil des russischen Bodenschätzediskurses der Zukunft. Die Rolle der Wissensproduzenten wechselte zwischen den zentralen und regionalen Institutionen und Netzwerken. Der „Altai“, der den kaiserlichen Bergbau-Bezirk und die Gebirgslandschaft umfasste, wurde auf Grund seines Rohstoffreichtums von Repräsentanten des russischen Staates als Region erfunden. Die Dissertation stellt die imaginären und realen Geographien des Altai in drei unterschiedlichen Dimensionen dar. Dabei geht es um den Wandel der Repräsentationen von geographischen Räumen und der Berglandschaften in Russland insgesamt (Makroebene), die Mehrschichtigkeit des russischen Diskurses über Bergregionen und Gebirgslandschaften (Mesoebene) und den Altai als facettenreiches Konzept einer komplexen imperialen geographischen Imagination (Mikroebene). Die Beschreibung des Altai faßte in sich zahlreiche inkohärente Bilder verschiedener sozialer Gruppen. Der Ort wurde durch mentale Geographien erfolgreich instrumentalisiert, z.B. „die Goldenen Gebirge“ und „die sibirische Schweiz“. Diese Bilder machten die Region sichtbar, sowohl für nationalistisch gesinnte Gruppen als auch die breiteren Bervölkerungsschichten. / This dissertation focuses on the production of imperial space with a particular emphasis on the role of power discourses concerning mineral resources. By relying on published materials, it aims to establish a new conceptual framework for the examining of cultural patterns and practices of imagining of space and mineral wealth. For that purpose, it introduces a concept of the ”Berg-Discourse” that expands our understanding of the Russian engagement with geographical space. It begins by exploring Russian exposure to the mountains and mineral resources of Siberia in terms of the spatial knowledge production. It then examines how Russian imperial strategies and aspirations were embedded in the making of the Altai, a vast mining territory in West Siberia that once formed a private domain of the Russian rulers. The dissertation argues that the making of the Altai was in many ways part of the same imperial impulse towards mineral exploitation. It explores the ways in which the Altai was imagined through its enormous mineral endowment; how the imagined place became real; and how this real place became imagined from various vantage points. As the study shows, the region acquired multiple mental representations, enjoying a near mythological presence across imperial culture. Finally, the dissertation concludes by showing how this landscape was incorporated into imperial and national myths in the course of production and consumption of spatial knowledge about the remote location.

Doctor of Philosophy / Department of Adult and Continuing Education / Jacqueline D. Spears / This study focused on the professional development experiences of teachers in the Altai Republic, Russian Federation. Russia is a country in flux, transitioning from a totalitarian state into a democracy reflective of its unique ethnic composition, geographic context, and history. The Russian educational system is currently undergoing computerization and teachers are learning to integrate educational technology into classroom practice. In this setting, teachers are beginning to learn how to integrate educational technologies into their classroom practices. This qualitative study explored the potential for transformative learning associated with this type of learning and experience. Transformative learning theory (TLT) was used to explore if and how the world views and perspectives of teachers is changing with respect to their educational philosophies and classroom practice. The study utilized multiple sources of evidence (interviews with program and school administrators, school teachers, observation) and multiple units of analysis (federal/republic levels of training and support, school level training and support, informal experiences, teachers, administrators). Findings indicated that the methods used to train teachers have a high likelihood of being facilitative of transformative learning. It also found that teachers are beginning to think and act in new ways based on their experiences with educational technology. Teachers are also collaborating in this learning process, which provides an important support for continued learning and growth. Findings also indicate that TLT is a useful framework for exploring transformative learning in this setting and helped to uncover the elements of transformative learning which are culturally determined. Further research is needed to further our understanding of how transformation occurs and is experienced in this setting. Collaboration with local experts and researchers is necessary to uncover the cultural differences related to perspective change. Many future pathways are available for continuing to explore transformative learning in this context. They include continued work with teachers, a general exploration of transformative learning, and work with university students.