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, health and wellbeing in early childhood, 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
  • 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, wellbeing 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 roles and experiences 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
  • Devine, N., & Gibbons, A. (2015). Editorial: Creating our (educational) futures. Educational Philosophy and Theory47(9), 856-862. doi:10.1080/00131857.2015.1035152
  • Farquhar, S., Gibbons, A., & Tesar, M. (2015). Power and partnership: Making up early childhood knowledges. Knowledge Cultures3(5), 74-91.
  • Gibbons, A. (2015). Taking care in questioning new media in early childhood education: Benefits, behaviours, and working conditions. He Kupu4(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' Work11(2), 170-174.
  • Gibbons, A. (2015). Debating digital childhoods: Questions concerning technologies, economies and determinisms. Open Review of Educational Research2(1), 118-127.
  • 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 Tuatahi17(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 Childhood17(4), 367-376. doi:10.1177/1463949116677921
  • Gibbons, A. (2018). Neoliberalism, education policy and the life of the academic: A poetics of pedagogical resistance. Policy Futures in Education. doi:10.1177/1478210318774675
  • Gibbons, A. N., & Craw, J. (2018). The importance of knowledge in
    early childhood education: On knowledge: Towards understandings of the place(s), space(s) and role(s) of knowledge in and for education
    . New Zealand: The Education Hub. Retrieved from https://theeducationhub.org.nz/hub-report/on-knowledge-towards-understandings-of-the-places-spaces-and-roles-of-knowledge-in-and-for-education/
  • 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., 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
  • 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 Childhood17(4), 359-366. doi:10.1177/1463949116677931
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