Dr Andrew Gibbons

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Associate Professor

Phone: +61 9 921 9999 ext 7929

Email: agibbons@aut.ac.nz

Physical Address:

Room AR302, School of Education, AUT North Shore Campus
90 Akoranga Drive, Northcote, Auckland 0627.

Postal Address:

AUT University
Private Bag 92006
Auckland 1142


  • Doctor of Philosophy in Education — University of Auckland (2005)
  • Master of Arts (first class honours) — University of Auckland (2001)
  • Bachelor of Education — University of Auckland (1998)
  • Diploma of Teaching Early Childhood Education - Auckland College of Education (1992)
  • Certificate of Journalism — Auckland Technical Institute (1988).

Memberships and Affiliations:


Andrew is an early childhood teacher educator and Associate Professor at the School of Education. He has worked in journalism, in the social services in England and in early childhood education in Auckland.

Andrew has a keen interest in philosophy and politics, and these orient his research of early childhood education, and education more generally, to questioning beliefs and practices, and their impact on the experience of being human.

He has published widely on topics including the early childhood teaching profession, Aotearoa New Zealand early childhood education policy, approaches to early childhood curriculum, the educational implications of the work of Albert Camus, the philosophy of education, the role of technology in education, and the future of the university.

Teaching Areas:

  • Educational Philosophy
  • Approaches to Early Childhood Curriculum
  • Learning in a digital age.

Research Areas:

  • Philosophy of Education
  • Philosophy of Technology
  • Early Childhood Education.

Research Summary:

Andrew's research includes theoretical and empirical projects and is focused on growing interdisciplinary and community-oriented research activity.

He has in particular focused on analysis of the intersection of theories of play and childhood with the growth of interest in early childhood education, the integration of new technologies as educational tools for young children, and the professional role of the early childhood teacher.

Current Research Projects:

  • Modern Learning Environments in schools
  • Subjectivity and social media
  • Health and wellbeing in the ECE curriculum
  • Mentoring and the construction of knowledge in ECE teaching teams.


  • Arndt, S., Gibbons, A., & Fitzsimons, P. (2015). Thriving and surviving? The incredible problem of constructions of normality and Otherness in early childhood settings. Global Studies of Childhood. doi:10.1177/2043610615597144
  • Benade, L., Gardner, M., Teschers, C., & Gibbons, A. (2014). 21st-century learning in New Zealand: Leadership insights and perspectives. Journal of Educational Leadership, Policy and Practice, 29(2), 47-60.
  • Devine, N., & Gibbons, A. (2015). Editorial: Creating our (educational) futures. Educational Philosophy and Theory, 47(9), 856-862. doi:10.1080/00131857.2015.1035152
  • Farquhar, S., & Gibbons, A. (2010). Early childhood education. In M. Thrupp, & R. Irwin (Eds.), Another decade of New Zealand education policy: Where to now? (pp. 83-98). Waikato, New Zealand: Wilf Malcolm Institute of Educational Research.
  • Farquhar, S., Gibbons, A., & Tesar, M. (2015). Power and partnership: Making up early childhood knowledges. Knowledge Cultures, 3(5), 74-91.
  • Gibbons, A., Farquhar, S., & Tesar, M. (2016). Working conditions in the early childhood education sector. Briefing Papers. Retrieved from briefingpapers.co.nz/working-conditions-in-the-early-childhood-education-sector/
  • Gibbons, A., Stratford, R., & White, E. J. (2017). A 'good life' for infants in early childhood education and care: The place of well-being in ECEC curriculum, pedagogy and practice. In E. J. White, & C. Dalli (Eds.), Policy and pedagogy with under-three year olds: Cross disciplinary insights and innovations (pp. 41-56). Singapore: Springer. doi:10.1007/978-981-10-2275-3
  • Gibbons, A. (2016). Education Review Office (ERO) 2015 report on infants and toddlers in Aotearoa New Zealand: Commentaries from the field. The First Years Nga Tau Tuatahi, 17(2), 7-8.
  • Gibbons, A. (2016). Do ‘we’ really live in rapidly changing times? Questions concerning time, childhood, technology and education. Contemporary Issues in Early Childhood, 17(4), 367-376. doi:10.1177/1463949116677921
  • Gibbons, A., Farquhar, S., & Tesar, M. (2015). Politics and practices: Critical provocations for meaningful early mentoring. In C. Murphy, & K. Thornton (Eds.), Mentoring in Early Childhood Education: A compilation of thinking, pedagogy and practice (pp. 211-222). New Zealand Council for Educational Research.
  • Gibbons, A. (2015). Taking care in questioning new media in early childhood education: Benefits, behaviours, and working conditions. He Kupu, 4(1), 23-31.
  • Gibbons, A. (2015). The return of the fall of the quality of the teacher of ECE? A few thoughts on what teacher education might bring to the future. New Zealand Journal of Teachers' Work, 11(2), 170-174.
  • Gibbons, A. (2015). Debating digital childhoods: Questions concerning technologies, economies and determinisms. Open Review of Educational Research, 2(1), 118-127.
  • Gibbons, A., & Farquhar, S. (2014). Mapping policies and pathways in early childhood education: A note from Aotearoa New Zealand. New Zealand Research in Early Childhood Education Journal, 17, 1-10.
  • Gibbons, A. (2013). In the pursuit of unhappiness: The 'measuring up' of early childhood education in a seamless system. Educational Philosophy and Theory, 45(5), 502-508.
  • Gibbons, A., & Farquhar, S. (2013). An ethic of creative practice: Talk about being an early childhood teacher!. Early Education, 54, 30-33.
  • Gibbons, A. (2013). Tragedy and teaching: The education of narrative. Educational Philosophy and Theory, 45(11), 1162-1174.
  • Gibbons, A. (2013). Beyond education: Meursault and being ordinary. Educational Philosophy and Theory, 45(11), 1104-1115.
  • Gibbons, A. (2013). The teaching of tragedy: Narrative and education. Educational Philosophy and Theory, 45(11), 1150-1161.
  • Gibbons, A. (2013). Like a stone: A happy death and the search for knowledge. Educational Philosophy and Theory, 45(11), 1092-1103.
  • Gibbons, A. (2012). Difference in the sandpits of the South Pacific: Learning from Albert Camus. Pacific Asian Education, 24(2), 45-55.
  • Gibbons, A. (2011). Where the child things are? Adults, children, digital monsters and the spaces in between. In S. Blake, D. Windsor, & L. Allen (Eds.), Technology and young children: Bridging the communication-generation gap. Hershey, PA: IGI Global.
  • Gibbons, A. (2010). Reflections concerning technology: A case for the philosophy of technology in early childhood teacher education and professional development programs. In S. Blake, & S. Izumi Taylor (Eds.), Technology for early childhood education and socialization: Developmental applications and methodologies (pp. 1-19). New York: IGI Global.
  • Gibbons, A., & Gibbs, C. (2009). Conversations on early childhood teacher education: Voices from the working forum for teacher educators. Redmond, WA, and Auckland, NZ: World Forum Foundation and New Zealand Tertiary College.
  • Gibbons, A. (2008). The politics of processes and products in education: An early childhood metanarrative crisis? In S. Farquhar, & P. Fitzsimons (Eds.), Philosophy of early childhood education: Transforming narratives (pp. 76-87). Oxford, England: Wiley-Blackwell.
  • Gibbons, A. (2008). Child-rearing practices and expert identities: A tale of two interventions. Educational Philosophy and Theory, 40(6), 739-746.
  • Gibbons, A. (2007). Philosophers as children: Playing with style in the philosophy of education. Educational Philosophy and Theory, 39(5), 506-518.
  • Gibbons, A. (2007). The matrix ate my baby. Amsterdam: Sense Publishers.
  • Gibbons, A. (2006). The politics of technology in early childhood education in Aotearoa/New Zealand: Fitting early childhood educators in the ICT grid. Australian Journal of Early Childhood, 31(4), 7-14.
  • Izumi Taylor, S., Ito, Y., & Gibbons, A. (2010). Early childhood pre-service teachers' perceptions of teaching technology to children in Japan and the United States. Research in Comparative and International Education, 5(4), 408-420.
  • Peters, M., Heraud, R., & Gibbons, A. (2016). Open learning and social innovation: Freedom and democratic culture. In M. Deimann, & M. A. Peters (Eds.), The Philosophy of Open Learning (pp. 129-146). New York: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften.
  • Roberts, P., Gibbons, A., & Heraud, R. (2015). Education, ethics and existence: Camus and the human condition. London: Routledge.
  • Tesar, M., Farquhar, S., Gibbons, A., & Myers, C. (2016). Childhoods and time: Rethinking notions of temporality in early childhood education. Contemporary Issues in Early Childhood, 17(4), 359-366. doi:10.1177/1463949116677931


  • AUT University Faculty of Applied Humanities Conference Grant (2010)
  • AUT University School of Education Te Kura Matauranga Research Grant.