[pt] O ensino de Marketing no Brasil, como objeto de estudo, foi escassamente analisado pela própria área. Em consequência, pouco se entende sobre como tal ensino pode ser um instrumento de repetição de padrões e ideias do Norte Global. A fim de compreender como tais questões geopolíticas afetam o marketing, adota-se, aqui, a opção decolonial, que se apresenta como um projeto que visa retirar a miragem da modernidade e da colonialidade, colocando-se como um contraponto crítico, e que pode ajudar a construir uma outra forma de pensar. À frente desse quadro, o presente estudo tem o objetivo de analisar, por meio da perspectiva decolonial, como a colonialidade se faz presente no ensino universitário de marketing em Escolas de Negócios no Brasil, a fim de compreender a maneira como o conhecimento disseminado pela disciplina reproduz acriticamente aquele originário do Norte Global e exclui outros advindos de realidades subalternizadas, porém relacionados a marketing. Para isso, foi realizada uma pesquisa de campo em três etapas, sendo a primeira sobre a CAPES, a segunda um levantamento sobre as bibliografias utilizadas em disciplinas de marketing em programas de pós-graduação de excelência no Brasil, e a terceira composta de entrevistas em profundidade com docentes universitários de marketing. A análise dos dados foi feita por meio de investigação temática, orientada pela perspectiva decolonial, e indicou a presença de colonialidade nas ações da agência reguladora que cuida da pós-graduação no Brasil, e na escolha das bibliografias utilizadas pelos docentes em suas disciplinas e em suas condutas pedagógicas. Entretanto, também foi possível perceber frechas de contraposição à colonialidade, que buscam valorizar a realidade e o contexto nacional. / [en] The teaching of Marketing in Brazil, as an object of study, has been scarcely analyzed by the field itself. Consequently, little is understood about how such teaching can be an instrument of repetition of patterns and ideas from the Global North. In order to understand how such geopolitical issues affect marketing, the decolonial option is adopted here, which presents itself as a project that aims to remove the mirage of modernity and coloniality, positioning itself as a critical counterpoint, and which can help build another way of thinking. In light of this framework, the present study aims to analyze, through the decolonial perspective, how coloniality is present in the university teaching of marketing in Business Schools in Brazil, in order to understand how the knowledge disseminated by the discipline uncritically reproduces that originating from the Global North and excludes others arising from subalternized realities, but related to marketing. For this purpose, a four-stage field research was conducted, the first on CAPES, the second a survey of the bibliographies used in marketing disciplines in excellence postgraduate programs in Brazil, and the third consisting of in-depth interviews with university marketing professors. Data analysis was conducted through thematic investigation, guided by the decolonial perspective, and indicated the presence of coloniality in the actions of the regulatory agency that oversees postgraduate education in Brazil, and in the choice of bibliographies used by professors in their disciplines and pedagogical practices. However, it was also possible to perceive cracks of opposition to coloniality, which seek to value national reality and context.

[pt] Esta pesquisa visou investigar as buscas e as inquietações de professores inscritos no curso de pós-graduação lato sensu em educação das relações étnico-raciais, de modo a contribuir para o debate da demanda de formação continuada de professores a partir de políticas curriculares antirracistas, como a lei 10.639/03. A pesquisa qualitativa realizou-se no curso de pós-graduação em Educação das Relações Étnico-raciais no Ensino Básico, o Ererebá, iniciativa do Núcleo de Estudos Afro-Brasileiros e Indígenas do Colégio Pedro II (NEABICP2). Com o objetivo de conhecer os docentes e suas motivações, utilizaram-se o questionário e a entrevista semiestruturada como instrumentos metodológicos. Considerando a história da educação do negro no Brasil e os sentidos da formação docente, o contato com o campo e com os sujeitos da pesquisa evidenciou a lacuna formativa em relação à temática das relações étnico-raciais, mas também a possibilidade de existência de um currículo outro, no Ererebá, pautado em uma visão pluriversal, decolonial e contra-hegemônica, que vai ao encontro das demandas acadêmicas e subjetivas desses profissionais. Concluiu-se que os docentes, em sua maioria negros, buscam, nesta especialização, nutrir-se de referências, experiências e conhecimentos construídos a partir de matrizes africanas, afrodiaspóricas e indígenas por si mesmos como sujeitos em formação e para que sejam capazes de modificar os contextos escolares em que atuam, impactando positivamente a vida de seus alunos. / [en] This research aimed to investigate the searches and concerns of teachers enrolled in the lato sensu postgraduate studies in the education of ethnic-racial relations, in order to contribute to the debate on the demand for continuing teacher education based on curricular policies anti-racists, like the law 10.639/03. The Qualitative research was realized in the post-graduation in Education of Ethnic-Racial Relations in Basic Education, the Ererebá, an initiative of Center for Afro-Brazilian and Indigenous Studies at Colégio Pedro II (NEABICP2). With the objective to get to know the teachers and their motivations, the questionnaire and the interview semi-structured were used as methodological instruments. Considering the education history of black people in Brazil and the meanings of teacher education, the contact with the field and with subjects of the research highlighted the formative gap in relation to the theme of ethnic-racial relations, but also the possibility of the existence of a different curriculum, in Ererebá, based on pluriversal view, decolonial and counter-hegemonic vision, which meets the academic demands and subjective of these professionals. It was concluded that the theachers, in their majority black people, seek, in this specialization, to nourish themselves with references, experiences and knowledge constructed from African, aphrodiasporic and indigenous matrices to be able to modify the school contexts in which they operate and positively impact the lives of theirstudents.

[pt] A historiografia educacional brasileira, em sua vertente tradicional, fez circular a ideia de que os negros não frequentaram a escola até o século XIX. Esta pesquisa busca, sobretudo, analisar a relação entre a população negra e a escola, através das experiências de alunos da Casa de São José. A partir da análise documental dos registros escolares desta instituição, espaço de profissionalização no Rio de Janeiro, criado três meses após a Abolição, foi possível verificar o desenvolvimento do perfil racial dos alunos, que em sua origem contava com uma representação de alunos negros superior à de brancos. Com base em Mattos (2013) e Müller (2003) o clareamento percebido na evolução das matrículas, após a primeira década de funcionamento, foi compreendido por um lado como estratégia de distanciamento dos estigmas da escravidão, por outro como branqueamento, em razão da criação de estratégias não anunciadas que impediam o acesso de pessoas que se distanciavam dos padrões físicos e culturais desejados. Os pensamentos decoloniais influenciaram as interpretações acerca de tais práticas universalistas, tendo em vista que o padrão de poder eurocentrado, construído aos poucos pelos colonizadores e perpetuado mesmo após a descolonização, era exercido em nome da tentativa de homogeneização cultural, histórica, social, política, econômica, através de estruturas de controle que utilizaram a raça como base de classificação. / [en] The historiography of Brazilian education, in its traditional line, spread the idea that Afro-Brazilians did not attend school until the nineteenth century. This study particularly aims to investigate the relationship between the Afro-Brazilian population and schooling, through the experience of the students from The Casa de São José. From the documentary analysis of this institution’s records, a place for professional training in Rio de Janeiro and created three months after Slavery Abolition, it was possible to verify pupils´ racial profile development in this institution, which, at the beginning, revealed a larger representation of Black over White students. Based on Mattos (2013) and Müller (2003), the whitewashing in the enrolments progress, after ten years of the institution’s foundation, was understood on the one hand as a distancing strategy of slavery stigma and, on the other hand, as whitewashing due to the creation of unannounced strategies that prevented the access of people who distanced themselves from the desired physical and cultural standards. Decolonial thoughts influenced the interpretation of these given universalist practices, having in mind the Eurocentric power pattern gradually built by colonizers and perpetuated even after decolonization, which was held as an attempt of cultural, historical, social, political and economic homogenization through the control structures using race as a basis of classification.

This thesis explores the family language policies (FLP) of two Somali-Swedish families living in Rinkeby, Stockholm. It focuses on the relationships between FLP and identity construction in different social spaces. It aims to address three main gaps in the FLP research in Sweden: in representation, methodology, and epistemological understandings of family, language, and policy. Most studies focus on families originating in the global North, which renders invisible the practices of families representing minoritized indigenous or immigrants – the South in the North. Moreover, few studies investigate FLP in interaction, resulting in a knowledge gap of FLP as practiced. In general, issues of power in relation to languages, social inequalities and status in society are barely present, yet, understanding relationships between linguistic practices and social structures at different scales seems crucial for understanding how language ideologies emerge and inform FLP. This study thus contributes to the field of FLP by investigating the language practices of two Somali-Swedish families, the language ideologies shaping these practices, as well as the everyday challenges they face in raising children multilingually. It uses an ethnographic design, drawing on interviews and fieldnotes, with attention to researcher positionality. Throughout, the thesis takes a decolonial stance, discussing how North-South entanglements are present in the interactions of marginalized populations and illuminating their experiences of struggle and oppression. Findings suggest that, for these families, FLP is an intentional act of maintaining the Somali language, although practices do not always align with this policy. Participants use in fact a broad linguistic repertoire in their interactions, constructing multiple identities in different spaces through their discursive practices, which are connected to their FLP. These practices are informed by ideologies on the importance of Somali in identity-building and in connecting people within the Somali diaspora, and by the supposed benefits of multilingualism. Participants report challenges in maintaining their FLP, such as the main role attributed to mothers in language maintenance, facing negative reactions to FLP from peers and society, and lack of institutional support. Results from this thesis contribute to redressing the identified gaps by researching participants’ own views on what is important for them and what challenges they face, an essential element for a decolonial approach. They also offer a critical perspective on multilingualism in FLP, locating language within southern perspectives. Results could also aid state actors working with Somali-Swedish families, enabling them to offer more focused support regarding raising multilingual children.

This thesis explores the family language policies (FLP) of two Somali-Swedish families living in Rinkeby, Stockholm. It focuses on the relationships between FLP and identity construction in different social spaces. It aims to address three main gaps in the FLPresearch in Sweden: in representation, methodology, and epistemological understandings of family, language, and policy. Most studies focus on families originating in the global North, which renders invisible the practices of families representing minoritized indigenous or immigrants – the South in the North. Moreover, few studies investigate FLP in interaction, resulting in a knowledge gap of FLP as practiced. In general, issues of power in relation to languages, social inequalities and status in society are barely present, yet, understanding relationships between linguistic practices and social structures at different scales seems crucial for understanding how language ideologies emerge and inform FLP. This study thus contributes to the field of FLP by investigating the language practices of two Somali-Swedish families, the language ideologies shaping these practices, as well as the everyday challenges they face in raising children multilingually. It uses an ethnographic design, drawing on interviews and fieldnotes, with attention to researcher positionality. Throughout, the thesis takes a decolonial stance, discussing how North-South entanglements are present in the interactions of marginalized populations and illuminating their experiences of struggle and oppression. Findings suggest that, for these families, FLP is an intentional act of maintaining the Somali language, although practices do not always align with this policy. Participants use in fact a broad linguistic repertoire in their interactions, constructing multiple identities in different spaces through their discursive practices, which are connected to their FLP. These practices are informed by ideologies on the importance of Somali in identity-building and in connecting people within the Somali diaspora, and by the supposed benefits of multilingualism. Participants report challenges in maintaining their FLP, such as the main role attributed to mothers in language maintenance, facing negative reactions to FLP from peers and society, and lack of institutional support. Results from this thesis contribute to redressing the identified gaps by researching participants’ own views on what is important for them and whatchallenges they face, an essential element for a decolonial approach. They also offer a critical perspective on multilingualism in FLP, locating language within southern perspectives. Results could also aid state actors working with Somali-Swedish families, enabling them to offer more focused support regarding raising multilingual children.

The othering and exclusion of religious minority groups in Georgia is often understood through the prism of religious nationalism, which is argued to have developed as a result of the collapse of the Soviet Union and the respective need to fill up the leftover systemic void. Ethno-national and religious identity markers were used to create the image of true, pre-Soviet Georgian – Christian, ethnically Georgian group. Although, this understanding offers an explanation for the current social position of religious minority groups of the country, it fails to account and understand the link with and the impact of the Soviet regime, and how the collapse of a secular system produced highly religious discourses. Therefore, the work presented here seeks to understand the role and impact of Russian/Soviet colonization on the current social position of religious minority groups in Georgia. In order to answer the research aim, this thesis employs a decolonial approach and situates Soviet Russia as a colonial power, a successor of Tsarist Imperial Russia and its colonial practices of subjugation, classification, and social hierarchies. The empirical focus of the study is Adjarian Muslims, as they constitute ethnically Georgian religious minority, therefore holding a peculiar place of intersection of identities. The primary sources of the research are dialogical interviews with self-identifying Adjarian Muslims, while the secondary sources, such as the existing publications and research surrounding the social position of the group are analyzed by utilizing the ethnographic content analysis method. The findings of the study suggest that the remnants of colonial past still have an effect on the current social structures and social developments. The exclusion and othering of Adjarian Muslims in Georgia is similar and can be traced back to the practice of ethnicization of Islam, which is rooted in the Soviet/Socialist modernity and the enactment of Muslim groups as the inherent others to the civilized Russians. Due to this, Adjarian Muslims are marked by Islam notwithstanding their personal religious affiliation, and are thus excluded from the dominant understanding of Georgianness and the respective discussions. In addition, the study findings suggest that the region of Adjara is often regarded as the orient to the capital, and Adjarian Muslims are viewed as objects to be saved and civilized, rather than the equal subjects of the state.

[pt] Essa pesquisa objetiva contribuir para o debate da emergente política de educação escolar quilombola a partir da experiência de implementação de um projeto de escola quilombola na comunidade de Santa Rita do Bracuí, Angra dos Reis, RJ. Para tanto pautamos a análise dessa experiência considerando três importantes momentos que se entrelaçam nessa trajetória de luta por uma educação que dialogue com a cultura local, seus conhecimentos, lutas políticas e modo de vida específico, são eles: um passado marcado pela escravidão, pela luta da terra e pela permanência no território, um presente que incorpora novos contornos dessas mesmas lutas somados à reivindicação de uma educação escolar quilombola tendo como respaldo o conjunto de legislações existentes para o cumprimento da referida política. E, por fim, os caminhos e descaminhos percorridos, as estratégias consolidadas na/para a efetivação dessa experiência vivenciada na escola municipal inserida no território do quilombo Santa Rita do Bracuí. O desenvolvimento da pesquisa ocorre na interface da antropologia com o campo da educação pensado a partir de três pilares teóricos que, embora distintos, dialogam entre si: a perspectiva decolonial, intercultural e a educação diferenciada. A opção teórico-metodológica utilizada para o trabalho de campo foi a etnografia aliada à observação participante, entrevistas e análise de documentos. A partir da pesquisa realizada na referida comunidade, percebe-se que o processo de luta política vivenciada pelas lideranças quilombolas de Santa Rita do Bracuí denota trajetórias insurgentes, estratégias subversivas e construção de saberes emancipatórios que apontam, dentre outras coisas, dilemas e opções singulares para a reflexão acerca de como a modalidade de educação escolar quilombola tem sido pensada e construída pelas próprias comunidades, antes mesmo da publicação dos respectivos textos legais que subsidiam seus direitos a uma educação diferenciada. Compreendemos também que a escola quilombola pleiteada pelas lideranças do quilombo, além de ser concebida como um importante espaço para o fortalecimento da cultura local pode ser compreendida como um espaço de qualificação da luta pelo território. No ano de 2018, completamos 30 anos do artigo 68 na Constituição Federal de 1988. Ainda assim, vemos uma série de discursos antidemocráticos e racistas emergirem com força no horizonte político brasileiro. Um dos alvos desse novo imaginário político é justamente um retrocesso quanto aos direitos das comunidades quilombolas. Nesse sentido, a presente tese, para além da análise de uma experiência protagonizada por quilombolas e um projeto de escola pautado nesse movimento, traz consigo questões importantes que se configuram como desafios no que tange a promoção, implementação e continuidade das políticas educacionais voltadas para o reconhecimento das diferenças étnicas e culturais, além de subsidiar reflexões e inspirar outras lutas no campo educacional. Não obstante, a experiência aqui investigada deriva de uma demanda comunitária acionada por uma política educacional específica, diferenciada e fragilizada em tempo tão algozes. Dessa forma, diante de um cenário político marcado pelo retrocesso de algumas dessas políticas, que vinham consolidando-se em governos anteriores, compreendemos que a experiência aqui trazida reflete processos de lutas contra-hegemônicas e decoloniais à medida que são protagonizadas de e a partir de sujeitos Outros, que sofreram uma história de submissão e subalternização. Por conseguinte, ao mesmo tempo em que denuncia os processos que tangenciam as diferenças existentes no chão da escola, os mecanismos que reforçam as condições de subalternidades de determinados grupos, anuncia processos de transgressão e de desobediência epistêmica que vêm acontecendo nas brechas e nas fissuras decoloniais (WALSH, 2016). / [en] This research aims to contribute to the debate of the emerging quilombola school education policy based on the experience of implementing a quilombola school project in the community of Santa Rita do Bracuí, Angra dos Reis, RJ. In order to do so, we offer an analysis of this experience, considering three important moments that are intertwined in this trajectory of struggle for an education that dialogues with the local culture, its knowledge, political struggles and specific way of life: a past marked by slavery, struggling for the land and the permanence in the territory, a present that incorporates new contours of these same struggles added to the demand of a quilombola school education having as a basis the set of existing legislation for the fulfillment of the referred policy. And, finally, the paths and misplaced paths, the strategies consolidated in / for the effectiveness of this experience lived in the municipal school inserted in the territory of the quilombo Santa Rita do Bracuí. The development of the research takes place in the interface of anthropology with the field of education thought from three theoretical pillars that, although distinct, dialog with each other: the decolonial, intercultural perspective and differentiated education. The theoretical-methodological option used for the field work was the ethnography allied to participant observation, interviews and document analysis. From the research carried out in this community, it can be seen that the process of political struggle experienced by the quilombola leaders of Santa Rita do Bracuí denotes insurgent trajectories, subversive strategies and the construction of emancipatory knowledge that point out, among other things, unique dilemmas and options for the reflection about how the mode of quilombola school education has been conceived and built by the communities themselves, even before the publication of the respective legal texts that subsidize their rights to a differentiated education. We also understand that the Quilombola School claimed by quilombo leaderships, besides being conceived as an important space for the strengthening of local culture, can be understood as a space for the struggle for territory. In 2018, the Federal Constitution of 1988 and its 68 article completed 30 years. Nevertheless, we see a series of antidemocratic and racist discourses strongly emerging in Brazilian political horizon. One of the targets of this new political policy is precisely suppressing rights from the quilombola communities. This way, the present thesis, besides the analysis of an experience carried out by quilombolas and a school project based on this movement, brings with it important issues that present themselves as challenges in what concerns the promotion, implementation and continuity of educational policies aimed at the recognition of ethnic and cultural differences, as well as subsidizing reflections and inspiring other struggles in the educational field. Nevertheless, the experience investigated here was built from a community demand triggered by a specific educational policy, differentiated and weakened in such times. Thus, in the face of a political scenario marked by the retreat of some of these policies, which have been consolidating in previous governments, we understand that the experience brought here reflects processes of counter-hegemonic and decolonial struggles as they are carried out by these individuals, Others, who suffered a history of submission and subordination. Consequently, while reporting the processes that touch the differences on the school itself, the mechanisms that reinforce the subaltern conditions of certain groups, announce processes of transgression and epistemic disobedience that have been happening in decolonial gaps, spaces.

[pt] A legalização dos procedimentos de terceirização irrestrita (Lei. 13.429/17) e da reforma trabalhista (Lei. 13.467/07) representam um contexto de crise e reorganização do direito do trabalho no Brasil. Essa dissertação tem como objetivo questionar as bases do contrato de trabalho, centralizando o corpo das pessoas que trabalham como ponto fundamental para a discussão. Tratarei de críticas ao direito do trabalho, procurando como a própria construção abstrata e universal de seus sujeitos e objeto podem ter contribuído para essa crise. Mobilizando correntes interseccionais e decoloniais, argumentarei como os sistemas de dominação do capitalismo, colonialidade, heteropatriarcado e racismo operam nas diversas discriminações no mercado de trabalho. Para isso, analisarei diretamente o texto da reforma trabalhista, mais especificamente o seu Título II-A / Do dano extrapatrimonial, que simboliza a positivação de discriminações no direito brasileiro, relacionada principalmente às reparações dos danos extrapatrimoniais, agora vinculados ao último salário da vítima. / [en] The legalization of unrestricted outsourcing procedures (Law 13.429/17) and the labor reform (Law 13467/07) represent a context of crisis and reorganization of labor law in Brazil. This dissertation aims to question the basis of the labor contract, centralizing the body of the people who work as a fundamental point for the discussion. I will deal with criticisms of labor law, looking at how the very abstract and universal construction of their subjects and objects may have contributed to this crisis. By mobilizing intersectional and decolonial currents, I will argue how the systems of domination of capitalism, coloniality, heteropatriarchy, and racism operate in the various forms of discrimination in the labor market. For this purpose, I will directly analyze the text of the labor reform, specifically its Title II-A / Dignitary Torts, which symbolizes the discrimination by positive law in Brazilian law, related mainly to reparations for dignitary torts, now linked to the last salary of the victim.

[pt] Esta tese, por meio de autores decoloniais, pós coloniais e pensamento afrodiaspórico, principalmente os pensadores do sul, busca a compreensão da colonialidade do ser como mobilizador de opressões estruturais de raça, gênero, sexualidade e classe, apontando de que modo a justiça criminal e o sistema penitenciário, no decurso da história, são dispositivos centrais na perpetuação de violência sob os corpos e subjetividades daqueles e daquelas que foram binarizadas e racializadas de modo a serem subalternizadas e subalternizados em relação ao sujeito que trouxe para si os caracteres tidos como hegemônico impostos pela masculinidade, racismo e cisheteronormatividade. A partir dessas lentes, é feita uma releitura das decisões proferidas no sistema interamericano de direitos humanos para casos que versem sobre prisões no Brasil no período entre 1988 e 2018, para compreender os limites e potencias do litígio estratégico para a luta antipunitiva. Por fim, para entender o posicionamento dos diversos atores no combate ou reprodução da colonialidade racista de gênero no litígio, analisa-se todas as peças da Medida Provisória Pessoas Privadas de Liberdade no Complexo Curado vs. Brasil durante os anos de 2006 até 2014. / [en] This thesis, using decolonial authors, postcolonial and Afro-Diasporic thought, specially the thinkers of the south, seeks to understand the coloniality of being as a mobilizer of structural oppressions as race, gender, sexuality and class, pointing out how criminal justice and the penitentiary system, in the course of history, are central devices in the perpetuation of violence on the bodies and subjectivities of those who have been binarized and racialized in order to be subalternized in relation to the subject understood as hegemonic: male, white and hetenormative. Through these lenses, will be made a re-reading of the decisions pronounced by the inter-American human rights system on cases that deal with prisons in Brazil between 1988 and 2018, in order to understand the limits and potentials of strategic litigation for the anti-punitive struggle. Finally, in order to understand the position of the various actors in the combat or reproduction of the racist coloniality of gender in the litigation, we analyze all the pieces of the Provisional Measure Persons Deprived of Liberty in the Cured Complex. Brazil from 2006 to 2014.

Modern political and market structures have normalized colonial violence into economic and social realities, while imperial powers still dictate modes of labor and resources extraction that benefit them in the present, but send the physical world hurtling into a future of crisis. Justifying this activity are Western mindsets based in rational exclusivity, which fail to recognize the constructed elements of their reality, instead subjugating and historicizing those with different ontological perspectives. In particular, Western logics have persecuted indigenous populations and their cultural connection to ancestral homelands in order to appease colonial paranoia and reassert exclusive claim to stolen land. This is not materially, ethically, or spiritually sustainable. This thesis examines the ways in which colonial and indigenous ontologies interact in the past, present, and future through identifying the reality-shaping narrative phantasies which shape encounters surrounding land. Phantasies of land and the ecosystems humans are a part of are especially central to how individuals and societies relate to the self, as well as human and non-human others. Through an analysis of the 1843 Thomas Gregory-Pamunkey petitions over claims to the Pamunkey reservation land, this thesis studies how colonial and indigenous phantasies of land interact. It demonstrates that the colonial inability to recognize personal and cultural phantasies often leads to conflict, but an ability to recognize the power of narrative and communicate through alternative ontologies than one's own can lead to successful communication and meaningful relationships, ones which can help those with settler backgrounds to live more ethically and support indigenous resurgence. This thesis offers a theoretical, historical, and practical guide to begin the process of unsettling the self by way of recognizing the constructed narrative phantasies settlers have been accustomed to interpreting the world through, and reflects on ways for settlers to move forward by engaging with land-based ontologies. / Master of Arts / Modern political and market structures have normalized colonial violence into economic and social realities, while imperial powers still dictate modes of labor and resources extraction that benefit them in the present but send the physical world hurtling into a future of crisis. Justifying this activity are Western mindsets based in rational exclusivity, which fail to recognize the constructed elements of their reality, instead subjugating and historicizing those with different perspectives. In particular, Western logics have persecuted indigenous populations and their cultural connection to ancestral homelands in order to appease colonial paranoia and reassert exclusive claim to stolen land. This is not materially, ethically, or spiritually sustainable. This thesis examines the ways in which colonial and indigenous ontologies interact in the past, present, and future through identifying the reality-shaping narratives which shape encounters surrounding land. Stories of land and the ecosystems humans are a part of are especially central to how individuals and societies relate to the self, as well as human and non-human others. Through an analysis of the 1843 Thomas Gregory-Pamunkey petitions over claims to the Pamunkey reservation land, this thesis studies how colonial and indigenous narratives of land interact. It demonstrates that the colonial inability to recognize personal and cultural narratives often leads to conflict, but an ability to recognize the power of stories and communicate through alternative worldviews than one's own can lead to successful communication and meaningful relationships, ones which can help those with settler backgrounds to live more ethically and support indigenous resurgence. This thesis offers a theoretical, historical, and practical guide to begin the process of unsettling the self by way of recognizing the constructed narratives settlers have been accustomed to interpreting the world through, and reflects on ways for settlers to move forward by engaging with land-based worlviews.