Russell Bishop

how to conquer anything that stands in your way at work

Workarounds that work

UNLOCK YOUR ADDICTIVE PSYCHOLOGY with the Masterkey workbook. Understand the underlying motives and drivers behind any type of addictive-behaviour. Master Neuroscientific and NLP results-based strategies and techniques to reinvent your mindset and strive beyond addiction. Apply proven therapeutic tools in your life now to overcome anxiety and depression. Master your Minds-Eye and detox your body and mind from fears, insecurity and shame. Cultivate positive life-empowering Emotional-Qualities and harvest self-love. Reach a place of inner-peace and equilibrium. ENLIGHTEN, EXPAND AND EVOLVE to reach your fullest potential. Created by the Author and life coach, who himself overcome a twenty five year drug addiction, this book will radically transform the way you view and approach your life. Masterkey is thought-provoking, jampacked with academic, scientific, and experiential knowledge and wisdom. Littered with principle, truth and fact, and guarantees massive breakthrough changes to those whom commit to the Masterkey teachings. Delivered in a sensational yet serious format, both poetically spun and with a comical licence, this book will educate, entertain and enthral you. Who you are at the start of this book is not who you are at the finish line.

Strive Beyond Addiction

The Masterkey

This book draws together many previously published articles and book chapters produced by the author over the past 20 years of work in the field of indigenous education. However, rather than just being a compilation of a series of papers, this book is a record of the development of an indigenous approach towards large-scale, theory-based education reform that is now being implemented, in two different forms, in almost half of the secondary schools in New Zealand. Fundamental to this theorising is the understanding, identified by Paulo Freire over forty years ago, that answers to the conditions oppressed peoples find themselves in is not to be found in the language or understandings of the oppressors. Rather, it is to be found in those of the oppressed. This realisation has been confirmed by the examples in this book. The first is seen where it is identified how researching in Maori contexts needs to be conducted dialogically within the world view and understandings of Maori people. Secondly, dialogue in its widest sense is crucial for developing a means whereby Maori students are able to participate successfully in education. The book details how researching the impact of colonization on his mother’s Maori family enabled the author to develop a means of researching within indigenous, Maori contexts. It then details how the lessons learnt here appealed as being a means by which the marginalization of Maori students in mainstream, public school classrooms could be re-theorised, and how schools and education systems could be reorganised so as to support indigenous students to be successful learners.

Freeing Ourselves

Mere Berryman

Dominic O'Sullivan

What is school reform? What makes it sustainable? Who needs to be involved? How is scaling up achieved? This book is about the need for educational reforms that have built into them, from the outset, those elements that will see them sustained in the original sites and spread to others. Using the Te Kotahitanga Project as a model the authors branch out from the project itself to seek to uncover how an educational reform can become both extendable and sustainable. Their model can be applied to a variety of levels within education: classroom, school and system wide. It has seven elements that should be present in the reform initiative from the outset. These elements include establishing goals and a vision for reducing disparities; embedding a new pedagogy to depth in order to change the core of educational practice; developing new institutions and organisational structures to support in-class initiatives; developing leadership that is responsive, proactive and distributed; spreading the reform to include all teachers, parents, community members and external agencies; developing and using appropriate measures of performance as evidence for modifying core classroom and school practices; creating opportunities for all involved to take ownership of the reform in such a way that the original objectives of the reform are protected and sustained. This book is an essential read for anyone who is involved in the process of trying to achieve sustainable school reform that addresses the question of how mainstream schools can effectively address the learning needs of students currently not well served by education. The authors of this book are descended from a number of Maori tribes in New Zealand. They are part of the growing ethnic revitalisation movement that has seen Maori people seeking their own solutions to the ongoing social, economic, and political disparities that continue to plague Maori people in Aotearoa New Zealand. This book focuses on their attempts to work within, and change, mainstream classrooms to include all children in the benefits that education has to offer.

Addressing the Politics of Disparity

Scaling Up Education Reform

Becoming More of Who You Truly Are

From Self-Talk to Soul Talk

A response to the marginalisation of particular groups of students with a way of teaching intended to increase equity in the education system.

Relationship-based Learning in Practice

Teaching to the North-East

David Allen

Break through the barriers to get things done! What's more frustrating than knowing how to do your job, working hard, making tough decisions . . . and not getting results because some system, procedure, bureaucratic detail, or difficult personality gets in the way? In Workarounds That Work, Huffington Post columnist Russell Bishop shows how to boost your productivity with a complete strategy for outmaneuvering anything that stands in your way. The key is to know which procedures and people you can circumvent without causing even greater problems for yourself or coworkers. Bishop provides valuable insight into the workarounds that often hide in plain sight, including: Bypassing key stakeholders who stand in the way Preventing malicious people from shooting down good ideas Handling misaligned leadership and unclear directions Working around other groups or “silos” whose goals are at odds with yours Managing the power plays going on above and around you By following the strategies in Workarounds That Work, you will not only get the results you need-you will also be perceived of as someone who can always be relied upon to get things done, no matter what obstacles stand in the way.

Workarounds That Work: How to Conquer Anything That Stands in Your Way at Work

Professor Russell Bishop and Mere Berryman interviewed a large number of Maori high school students, their families, teachers and school principals. These interviews have produced a disturbing snapshot of the current New Zealand education system. The message is simple and powerful. Classroom relationships are paramount. Disabling professional and personal relationships between teachers and Maori students have a direct negative effect on students' learning. But the good news from the research is that a professional development programme, Te Kotahitanga, has been developed. This identifies the barriers to educational achievement of Maori and proposes solutions.

Cultural Relationships and Classroom Learning

Culture Speaks

Ted Glynn

Educational policies and practices in most Western countries were developed and continue to be developed within a framework of colonialism - a context of epistemological racism that is fundamentally embedded in the dominant culture. The model for addressing cultural diversity that is presented in this book is based on an indigenous Kaupapa Maori response to the dominant discourse within New Zealand. It promotes self-determination as a metaphor for power sharing and aims to advance educational outcomes and life opportunities for Maori children. The classroom is a place where young people's sense-making process (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as acceptable and official, and where the teacher seeks to co-create new knowledge with students. This analysis of the aspirations and experiences of the Maori people of New Zealand should be of interest to educators around the world who are attempting to develop culturally relevant pedagogies.

Russell Bishop

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