Associate Professor Andrew Gibbons

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Associate Professor

Email: andrew.gibbons@aut.ac.nz

ORCID: ORCID logo https://orcid.org/0000-0002-0847-5639

Qualifications:

  • PhD, The University of Auckland
  • MA, The University of Auckland

Overview:

Associate Professor Andrew Gibbons is an early childhood teacher, 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 works on the Bachelor of Education, Bachelor of Arts, Master of Education, and Doctor of Philosophy programmes at the School of Education. He is an executive committee member of the Association of Visual Pedagogies, member of the Philosophy of Education Society of Australasia, and co-leader of the Editors' Collective.

Research interests:

Andrew's research applies the philosophy of education and philosophy of technology to research of early childhood education, and education more generally. 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, science fiction as method, advanced computational thinking in the New Zealand Curriculum, early childhood teacher well-being and working conditions, dance and risky play in early childhood education, DiY pedagogies, and the role of digital technology in education.

Teaching summary:

Andrew's teaching includes Early Childhood Curriculum studies, teaching and learning in the age of digital and social media, health and well-being in the early childhood and primary curriculum, and the philosophy of education.

Fields of research:

  • Education Systems
  • Early Childhood Education (Excl. Maori)
  • Learning Sciences
  • History and Philosophy of Education
  • History and Philosophy of Engineering and Technology

Professional activities:

Appointment, affiliation, and membership

  • Association of Visual Pedagogies Executive Committee Member, Association of Visual Pedagogies (2020 - ongoing)

Editorship, reviewing, examining, and judging

  • Co-Editor of Pandemic Education special issue of Knowledge Cultures, Knowledge Cultures (2020 - ongoing)
  • Editorial Board Member for ELearning and Digital Media, ELearning and Digital Media (2018 - ongoing)
  • Journal for Pedagogic Theory and Practice Editorial Board member, Journal for Pedagogic Theory and Practice (2017 - ongoing)
  • Editorial Board Early Education, Early Education (2015 - ongoing)
  • Co-editor of Educational Futures: Special Issue of Educational Philosophy and Theory, Educational Philosophy and Theory (2015 - ongoing)
  • Co-Editor or the Encyclopaedia of Educational Philosophy and Theory, Encyclopaedia of Educational Philosophy and Theory (2015 - ongoing)
  • Associate Editor of Educational Philosophy and Theory, Educational Philosophy and Theory (2014 - ongoing)

Facilitation, networking and collaboration

  • Co-leader of the Editors' Collective, The Editors' Collective (2017 - ongoing)

Contribution to academic environment

  • National Library Reading for Pleasure research advisor, Auckland University of Technology (2020 - ongoing)

    Research outputs:

    Featured research outputs

    • Nikolai, J., & Gibbons, A. N. (2019). Participatory approaches to dance research with early childhood teachers. In Australasian Journal of Early Childhood 2019 Research Symposium (pp. 38-40). Melbourne.

    • Gibbons, A., & Nikolai, J. (2019). Participatory approaches to physical activity and dance research with early childhood teachers. Australasian Journal of Early Childhood, 44(3), 298-308. doi:10.1177/1836939119855217

    • Kupferman, D. W., & Gibbons, A. (2019). Childhood, science fiction, and pedagogy: Children ex machina. Singapore: Springer. doi:10.1007/978-981-13-6210-1

    • Kupferman, D. W., & Gibbons, A. N. (2019). Why childhood ex Machina?. In D. W. Kupferman, & A. Gibbons (Eds.), Childhood, science fiction, and pedagogy: Children ex Machina (pp. 1-15). Singapore: Springer. doi:10.1007/978-981-13-6210-1

    • Gibbons, A. N. (2019). Franken-education, or when science runs amok. In D. W. Kupferman, & A. Gibbons (Eds.), Childhood, science fiction, and pedagogy: Children ex Machina (pp. 19-39). Singapore: Springer. doi:10.1007/978-981-13-6210-1

    • Farquhar, S., & Gibbons, A. N. (2019). Early childhood education policy pathways: A learning story. In J. Luetjens, M. Mintrom, & P. 't Hart (Eds.), Successful public policy: Lessons from Australia and New Zealand (pp. 453-476). Acton, ACT, Australia: Australian National University Press. doi:10.22459/SPP.2019

    • Tesar, M., Tong, Z. P., Gibbons, A., Arndt, S., & Sansom, A. (2019). Children’s literature in China: Revisiting ideologies of childhood and agency. Contemporary Issues in Early Childhood, 20(4), 381-393. doi:10.1177/1463949119888494

    • Gibbons, A. N., & Farquhar, S. (2019). Back to the future: Curriculum and the pedagogue in the age of Communities of Learning | Kāhui Ako. In A. C. Gunn, & J. Nuttall (Eds.), Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice (pp. 163-177). Wellington, New Zealand: NZCER Press.

    • Gibbons, A. N., & Sosa, R. (2019). Plug in baby? The digital technology and hangarau matihiko curriculum and nga tau tuatahi/the first years. New Zealand Journal of Infant and Toddler Education, 21(2), 21-24.

    • Gibbons, A. (2018). Anti-intellectualism and the study of teaching: Camus and the problem of intellectual polemics. In Educational Philosophy and Theory. doi:10.1080/00131857.2018.1468163

    • Deerness, S., Gibbons, A., Gilligan, M. -J., Breen, G., Denton, A., & Heraud, R. (2018). Questions concerning innovative learning environments: Intersections in disciplined resistance. In L. Benade, & M. Jackson (Eds.), Transforming education: Design and governance in global contexts (pp. 149-166). Singapore: Springer. doi:10.1007/978-981-10-5678-9_10

    • Gibbons, A. (2018). Neoliberalism, education policy and the life of the academic: A poetics of pedagogical resistance. Policy Futures in Education, 16(7), 918-930. doi:10.1177/1478210318774675

    • Heraud, R., Gibbons, A., Breen, G., Deerness, S., Gilligan, M. -J., & Denton, A. (2018). Politics and place: Listening to the built learning environment. Policy Futures in Education, 17(4), 474-488. doi:10.1177/1478210318777114

    • Gibbons, A. (2018). The politics of processes and products in education: An early childhood metanarrative crisis?. In M. A. Peters, & M. Tesar (Eds.), Troubling the Changing Paradigms: An Educational Philosophy and Theory Early Childhood Reader Volume IV (pp. 50-62). Abingdon, Oxon: Routledge. Retrieved from https://www.routledge.com/

    • 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 policy. In E. J. White, & C. Dalli (Eds.), Under-three year olds in policy and practice (pp. 41-56). Singapore: Springer. doi:10.1007/978-981-10-2275-3

    • Tesar, M., Gibbons, A., & Farquhar, S. (2017). Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education. In M. A. Peters, B. Cowie, & I. Menter (Eds.), A companion to research in teacher education (pp. 785-797). Singapore: Springer.

    • 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.

    • Gibbons, A. N. (2016). Kindergarten: Philosophical movements in the nineteenth century. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Singapore: Springer.

    • 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). doi:10.1177/1463949116677921

    • Peter, R., Gibbons, A., & Richard, H. (2015). Education, ethics and existence: Camus and the human condition. London: Routledge. Retrieved from https://www.routledge.com/products/9781138852891

    • 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, 5(3). doi:10.1177/2043610615597144

    • Farquhar, S., Gibbons, A., & Tesar, M. (2015). Power and partnership: Making up early childhood knowledges. Knowledge Cultures, 3(5).

    • Gibbons, A. (2015). Kei hea te ora? The whereabouts of the health of children in the early childhood curriculum of Aotearoa New Zealand. Journal of Pedagogy, 6(2). doi:10.1515/jped-2015-0015

    • Gibbons, A. (2015). Debating digital childhoods: Questions concerning technologies, economies and determinisms. Open Review of Educational Research, 2(1). doi:10.1080/23265507.2015.1015940

    Books

    • Peter, R., Gibbons, A., & Richard, H. (2015). Education, ethics and existence: Camus and the human condition. London: Routledge. Retrieved from https://www.routledge.com/products/9781138852891

    • Gibbons, A. (2007). The matrix ate my baby. Amsterdam: Sense Publishers.

    Journal articles

    • Peters, M. A., White, E. J., Besley, T., Locke, K., Redder, B., Novak, R., . . . Sturm, S. (2020). Video ethics in educational research involving children: Literature review and critical discussion. Educational Philosophy and Theory. doi:10.1080/00131857.2020.1717920

    • Peters, M. A., Arndt, S., Tesar, M., Jackson, L., Hung, R., Mika, C., . . . Gibbons, A. (2020). Philosophy of education in a new key: A collective project of the PESA executive. Educational Philosophy and Theory. doi:10.1080/00131857.2020.1759194

    • Gibbons, A. N. (2020). (Fleeting) Notes from the basement. Postdigital Science and Education. doi:10.1007/s42438-020-00169-6

    • Jandric, P., Ryberg, T., Knox, J., Lacković, N., Hayes, S., Suoranta, J., . . . Gibbons, A. (2019). Postdigital dialogue. Postdigital Science and Education, 1, 163-189. doi:10.1007/s42438-018-0011-x

    • Gibbons, A., & Nikolai, J. (2019). Participatory approaches to physical activity and dance research with early childhood teachers. Australasian Journal of Early Childhood, 44(3), 298-308. doi:10.1177/1836939119855217

    • Tesar, M., Tong, Z. P., Gibbons, A., Arndt, S., & Sansom, A. (2019). Children’s literature in China: Revisiting ideologies of childhood and agency. Contemporary Issues in Early Childhood, 20(4), 381-393. doi:10.1177/1463949119888494

    • Gibbons, A. N., & Sosa, R. (2019). Plug in baby? The digital technology and hangarau matihiko curriculum and nga tau tuatahi/the first years. New Zealand Journal of Infant and Toddler Education, 21(2), 21-24.

    • Gibbons, A. N., & Johansson, V. (2019). The future of teaching in 500 words or more: The confucian perspective of education on “Self-Cultivation”. Beijing International Review of Education, 1(2-3), 233-258. doi:10.1163/25902539-00102001

    • Gibbons, A. (2018). Naming the early childhood professional: Artefacts, childish pursuits and critical questions. Early Education, 63(Autumn/Winter).

    • Stewart, G., Devine, N., Craw, J., & Gibbons, A. (2018). The extension of 'text' to incorporate 'moving image'. Open Review of Educational Research, 5(1). doi:10.1080/23265507.2018.1470768

    • Gibbons, A., Tesar, M., Steiner, S., & Chan, S. (2018). Silent policymakers in Aotearoa New Zealand: reflections on research of early childhood teacher views on policy, practicum and partnership. Open Review of Educational Research, 5(1).

    • Gibbons, A., & Snake-Beings, E. (2018). DiY (Do-it-Yourself) pedagogy: A future-less orientation to education. Open Review of Educational Research, 5(1).

    • Gibbons, A. (2018). Neoliberalism, education policy and the life of the academic: A poetics of pedagogical resistance. Policy Futures in Education, 16(7), 918-930. doi:10.1177/1478210318774675

    • Heraud, R., Gibbons, A., Breen, G., Deerness, S., Gilligan, M. -J., & Denton, A. (2018). Politics and place: Listening to the built learning environment. Policy Futures in Education, 17(4), 474-488. doi:10.1177/1478210318777114

    • Jackson, L., Peters, M. A., Benade, L., Devine, N., Arndt, S., Forster, D., . . . Ozoliņš, J. J. (2018). Is peer review in academic publishing still working?. Open Review of Educational Research, 5(1). doi:10.1080/23265507.2018.1479139

    • Gibbons, A. (2017). Provocations to last a lifetime: A review of 'The Sacred Urge to Play: Unfolding your child's intelligence, imagination, creativity and joy for life'. Early Education, 62(Spring/Summer).

    • Devine, N., Jandrić, P., Jackson, E., Peters, M., Lăzăroiu, G., Mihăilă, R., . . . Benade, L. (2017). Collective Writing: An inquiry into praxis. Knowledge Cultures. doi:10.22381/KC5120177

    • Jandric, P., Devine, N., Jackson, L., Peters, M. A., Lazaroiu, G., Mihaila, R., . . . Benade, L. (2017). Collective writing: An inquiry into praxis. Knowledge Cultures, 5(1). doi:10.22381/KC5120177

    • Hemmington, N., & Gibbons, A. (2017). 'Pas d'hospitalité': Derrida and the study of hospitality in higher education. Hospitality and Society, 7(2). doi:10.1386/hosp.7.2.115_1

    • Stewart, G., Arndt, S., Besley, T., Devine, N., Forster, D. J., Gibbons, A., . . . Tesar, M. (2017). Antipodean theory for educational research. Open Review of Educational Research, 4(1). doi:10.1080/23265507.2017.1337555

    • Peters, M., Jandric, P., Irwin, R., Locke, K., Devine, N., Heraud, R., . . . Benade, L. (2016). Towards a philosophy of academic publishing. Educational Philosophy and Theory, 48(14). doi:10.1080/00131857.2016.1240987

    • 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). doi:10.1177/1463949116677921

    • Gibbons, A. (2015). Why MLE and not PLE?. Educational Provocations.

    • Gibbons, A. (2015). Taking care in questioning new media in early childhood education: Benefits, behaviours, and working conditions. He Kupu, 4(1). Retrieved from http://www.hekupu.ac.nz/

    • 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, 5(3). doi:10.1177/2043610615597144

    • Farquhar, S., Gibbons, A., & Tesar, M. (2015). Power and partnership: Making up early childhood knowledges. Knowledge Cultures, 3(5).

    • Gibbons, A. (2015). Kei hea te ora? The whereabouts of the health of children in the early childhood curriculum of Aotearoa New Zealand. Journal of Pedagogy, 6(2). doi:10.1515/jped-2015-0015

    • Gibbons, A. (2015). Debating digital childhoods: Questions concerning technologies, economies and determinisms. Open Review of Educational Research, 2(1). doi:10.1080/23265507.2015.1015940

    • Gibbons, A. (2014). "Ah the serenity... " Absurd ideas about educational futures. set: Research Information for Teachers, (1).

    • 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. Retrieved from http://www.childforum.com/

    • 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). Retrieved from http://www.nzeals.org.nz/

    • Gibbons, A. (2014). 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). Retrieved from http://www.teacherswork.ac.nz/twjournal.php

    • Roberts, P., Gibbons, A., & Heraud, R. (2013). Introduction: Camus and education. Educational Philosophy and Theory, 45(11). doi:10.1080/00131857.2013.772702

    • Gibbons, A. (2013). [Review of: Stewart, G. (2010). Good Science? The Growing Gap Between Knowledge and Power. Rotterdam, The Netherlands: Sense Publications]. Educational Philosophy and Theory, 45(3). doi:10.1080/00131857.2012.721620

    • 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). doi:10.1111/j.1469-5812.2012.00855.x

    • Gibbons, A. (2013). Like a stone: A happy death and the search for knowledge. Educational Philosophy and Theory, 45(11). doi:10.1080/00131857.2013.772703

    • Gibbons, A. (2013). The teaching of tragedy: Narrative and education. Educational Philosophy and Theory, 45(11). doi:10.1080/00131857.2013.772707

    • Gibbons, A. (2013). Beyond education: Meursault and being ordinary. Educational Philosophy and Theory, 45(11). doi:10.1080/00131857.2013.772704

    • Gibbons, A. (2013). Tragedy and teaching: The education of narrative. Educational Philosophy and Theory, 45(11). doi:10.1080/00131857.2013.774516

    • Gibbons, A., & Farquhar, S. (2013). An ethic of creative practice: Talk about being an early childhood teacher!. Early Education, 54.

    • Gibbons, A. (2012). Difference in the sandpits of the South Pacific: Learning from Albert Camus. Pacific Asian Education, 24(2).

    • Gibbons, A. (2011). The incoherence of curriculum: Questions concerning early childhood teacher educators. Australasian Journal of Early Childhood, 36(1). Retrieved from http://find.galegroup.com.ezproxy.aut.ac.nz/

    • 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). doi:10.2304/rcie.2010.5.4.408

    • Gibbons, A. (2008). Child-rearing practices and expert identities: A tale of two interventions. Educational Philosophy and Theory, 40(6).

    • Gibbons, A. (2008). The electric teacher: Philosophical pathways to being an empowered early childhood educator. Early Childhood Folio, 12. Retrieved from http://www.nzcer.org.nz/

    • Gibbons, A. (2007). Playing the ruins: The philosophy of care in early childhood education. Contemporary Issues in Early Childhood, 8(2).

    • Gibbons, A. (2007). Philosophers as children: Playing with style in the philosophy of education. Educational Philosophy and Theory, 39(5). doi:10.1111/j.1469-5812.2007.00251.x

    • Gibbons, A. (2007). The politics of processes and products in education: An early childhood metanarrative crisis?. Educational Philosophy and Theory, 39(3).

    • 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). Retrieved from http://find.galegroup.com.ezproxy.aut.ac.nz/

    Creative works

    • Craw, J., & Gibbons, A. (2018). A life, Sentence (No. Of Pieces: 1) [Artefact]. University of Auckland. Retrieved from https://visualpedagogies.com/

    • Craw, J., & Gibbons, A. (2018). Everyone has 'The Rock (Larva)' Story to Tell (No. Of Pieces: 1) [Artefact]. University of Auckland: Association for Visual Pedagogies Symposium, University of Auckland. Retrieved from https://visualpedagogies.com/

    Book chapters

    • Snake-Beings, E., & Gibbons, A. N. (2020). DiY (do-it-yourself) postdisciplinary knowledge. In T. Pernecky (Ed.), Postdisciplinary Knowledge (pp. 149-164). London, England: Routledge. Retrieved from https://ebookcentral.proquest.com/lib/AUT/detail.action?docID=5878490

    • Simpson, P. W., & Gibbons, A. N. (2019). Filling the mind: Cortical knowledge uploads, didactic downloads, and the problem of learning in the future. In D. W. Kupferman, & A. Gibbons (Eds.), Childhood, science fiction, and pedagogy: Children ex Machina (pp. 155-169). Singapore: Springer. doi:10.1007/978-981-13-6210-1

    • Gibbons, A. N., & Kupferman, D. W. (2019). Flow my tears, the teacher said: Science fiction as method. In S. Farquhar, & E. Fitzpatrick (Eds.), Innovations in narrative and metaphor: Methodologies and practices (pp. 167-181). Singapore: Springer. Retrieved from https://ebookcentral.proquest.com/lib/aut/reader.action?docID=5720939&ppg=170

    • Kupferman, D. W., & Gibbons, A. N. (2019). Why childhood ex Machina?. In D. W. Kupferman, & A. Gibbons (Eds.), Childhood, science fiction, and pedagogy: Children ex Machina (pp. 1-15). Singapore: Springer. doi:10.1007/978-981-13-6210-1

    • Gibbons, A. N. (2019). Franken-education, or when science runs amok. In D. W. Kupferman, & A. Gibbons (Eds.), Childhood, science fiction, and pedagogy: Children ex Machina (pp. 19-39). Singapore: Springer. doi:10.1007/978-981-13-6210-1

    • Farquhar, S., & Gibbons, A. N. (2019). Early childhood education policy pathways: A learning story. In J. Luetjens, M. Mintrom, & P. 't Hart (Eds.), Successful public policy: Lessons from Australia and New Zealand (pp. 453-476). Acton, ACT, Australia: Australian National University Press. doi:10.22459/SPP.2019

    • Gibbons, A. N., & Farquhar, S. (2019). Back to the future: Curriculum and the pedagogue in the age of Communities of Learning | Kāhui Ako. In A. C. Gunn, & J. Nuttall (Eds.), Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice (pp. 163-177). Wellington, New Zealand: NZCER Press.

    • Deerness, S., Gibbons, A., Gilligan, M. -J., Breen, G., Denton, A., & Heraud, R. (2018). Questions concerning innovative learning environments: Intersections in disciplined resistance. In L. Benade, & M. Jackson (Eds.), Transforming education: Design and governance in global contexts (pp. 149-166). Singapore: Springer. doi:10.1007/978-981-10-5678-9_10

    • Gibbons, A. (2018). The politics of processes and products in education: An early childhood metanarrative crisis?. In M. A. Peters, & M. Tesar (Eds.), Troubling the Changing Paradigms: An Educational Philosophy and Theory Early Childhood Reader Volume IV (pp. 50-62). Abingdon, Oxon: Routledge. Retrieved from https://www.routledge.com/

    • 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 policy. In E. J. White, & C. Dalli (Eds.), Under-three year olds in policy and practice (pp. 41-56). Singapore: Springer. doi:10.1007/978-981-10-2275-3

    • Tesar, M., Gibbons, A., & Farquhar, S. (2017). Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education. In M. A. Peters, B. Cowie, & I. Menter (Eds.), A companion to research in teacher education (pp. 785-797). Singapore: Springer.

    • 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.

    • Gibbons, A. N. (2016). Kindergarten: Philosophical movements in the nineteenth century. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Singapore: Springer.

    • 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). Wellington: New Zealand Council for Educational Research.

    • 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. doi:10.4018/978-1-61350-059-0

    • 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.

    • 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. (2010). The philosophy of early childhood education. In B. Clark, & A. Grey (Eds.), Ata kitea te pae - Scanning the horizon: Perpsectives on early childhood education (pp. 136-148). Auckland, New Zealand: Pearson.

    • Gibbons, A. (2009). The limits of biculturalism: Ka Hikitia and early childhood teacher education in Aotearoa/New Zealand. In A. Gibbons, & C. Gibbs (Eds.), Conversations on early childhood teacher education: Voices from the working forum for teacher educators (pp. 89-97). 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. Retrieved from http://au.wiley.com/

    Conference contributions

    • Gibbons, A., & Sosa Medina, R. (2020). Post-digital futures in the age of advanced computational thinking. In Cancelled Conference Conversations: A virtual symposium series. Auckland: University of Auckland. Retrieved from https://www.auckland.ac.nz/

    • Gibbons, A. N. (2020). Education beyond Covid: A critical analysis of education in Aotearoa New Zealand and outline what needs to be done.. In Education beyond Covid QPEC Education Forum 2020. Online: Quality Public Education Coalition. Retrieved from https://www.qpec.org.nz/56-QPEC_FORUM_2020

    • Gibbons, A. N., Kupferman, D., & Sojot, A. (2019). Dangerous games and the future of childhood. In 27th International RECE (Reconceptualizing Early Childhood Education) Conference. Las Cruces, New Mexico: RECE (Reconceptualizing Early Childhood Education). Retrieved from https://www.receinternational.org/conference.html

    • Denton, A., & Gibbons, A. (2019). I don’t know much about visual pedagogy, but I know what I like: Flight, climate change, and dangerous times for art and pedagogy. In Ocular becomings in dangerous times: The politics of ‘seeing’: Association for Visual Pedagogies 2019 International AVP Conference. Melbourne: Association for Visual Pedagogies. Retrieved from https://visualpedagogies.com/2019-conference-2-3/

    • Nikolai, J., & Gibbons, A. N. (2019). Participatory approaches to dance research with early childhood teachers. In Australasian Journal of Early Childhood 2019 Research Symposium (pp. 38-40). Melbourne.

    • Gibbons, A. N. (2018). Frankenstein reads Jacotot, welcomes the Monster. In Philosophy of Education Society of Australasia. Rotorua.

    • Gibbons, A. N. (2018). What life the early childhood teacher lives? Emilia questions the father. In Philosophy of Education Society of Australasia. Rotorura.

    • Gibbons, A., Kupferman, D., & Sojot, A. (2018). Panel session: The child in the [normative] machine: Science fiction, horror, childhood and inequality. In Reconceptualizing Early Childhood Education. Copenhagen.

    • Craw, J., & Gibbons, A. (2018). i/we love/aesthetics. In little publics symposium. Epsom.

    • Gibbons, A. (2018). There is no spoon: Theoretical devices for the scholarship of technology enhanced learning. In SoTEL. South Campus. Retrieved from https://docs.google.com/

    • Gibbons, A. (2017). Young children, play and technology. In EdTech Talkfest. University of Newcastle, Newcastle, NSW.

    • Peters, M. A., White, E. J., Heraud, R., Stewart, G., Devine, N., Gibbons, A., . . . Craw, J. (2017). Contemplating a philosophy of the moving image: Ten theses for education. In Philosophy of Education Society of Australasia. Newcastle, NSW.

    • Gibbons, A. (2017). Dead on your feet: The subject of early childhood teaching. In Philosophy of Education Society of Australasia. Crowne Plaza, Newcastle, NSW.

    • De Lautour, N., & Gibbons, A. (2017). 'Ring-a-Ring-a-Roses': Health and Wellbeing as learning in an early childhood education degree. In Philosophy of Education Society of Australasia. Newcastle, NSW.

    • Gibbons, A., Sapon-Shevin, M., Tesar, M., Murray, C., Urban, M., Arndt, S., & Gaches, S. (2017). Stories, theories, and reconceptualizations of home in early childhood education: A caravan of nomadic thinking. In Reconceptualizing Early Childhood Education. Toronto. Retrieved from http://www.receinternational.org/2017.html#sthash.ZtA1XF1g.dpbs

    • Gibbons, A. (2017). What school leaders might consider in planning to engage with ILEs — new designs in learning environments, and shifting expectations of teaching in such spaces. In Learning for all Accross the Sector. Gisborne.

    • Gibbons, A. (2017). The intersection of theories of play and childhood with the growth of interest in early childhood education. In Learning for all across the sector. Gisborne.

    • Gibbons, A., & Heraud, R. (2017). The politics and aesthetics of innovative learning environments. Akoranga.

    • Gibbons, A. (2016). DIY culture, Ranciere’s politics and aesthetics, and the future of the early childhood teacher. In Philosophy of Education Society of Australasia. Fiji.

    • Gibbons, A., Lockyer, G., Farquhar, S., & Gould, K. (2016). Early childhood teacher working conditions: Collaboration, communication, and curriculum. In Reconceptualizing Early Childhood Education. Taupo.

    • O'Neill, J., Gibbons, A., Goulter, P., & Mulheron, M. (2016). Privatisation and corporatisation. In NZEI Te Riu Roa Annual Conference. Rotorua. Retrieved from http://www.nzei.org.nz/

    • Hernandez, L., Cardno, C., Gibbons, A., & Kelly, O. (2016). Creating leading teams. In Leadership in our times. Greenlane.

    • Gibbons, A., Craw, J., & Culbreath, Y. (2016). The I/we condition: A report on the study of
      early childhood curriculum. In Teacher Education Forum of Aotearoa New Zealand. Otepoti.

    • Peters, M. A., Heraud, R., & Gibbons, A. (2016). Toward a political theory of social innovation: Collective intelligence
      and co-creation of social goods. In American Educational Research Association. Washington D C.

    • Gibbons, A. (2015). Learning and subjectivity in an age of social media: The re-politics of being a university student from the perspective of a university lecturer. In Philosophy of Education Society of Australasia. Melbourne.

    • Gibbons, A., Benade, L., & Locke, K. (2015). Why MLE and not PLE?. In Philosophy of Education Society of Australasia. Melbourne.

    • Gibbons, A. (2015). Working (the) conditions? Textual tools for professional translations, transgressions and transformations. In 23rd International Rece Conference: 1 23 rd International RECE Conference 201 5 Narratives of Difference: Translations, Transgressions, and Transformations. Dublin.

    • Tesar, M., Dalli, C., Gibbons, A., Farquhar, S., & Arndt, S. (2015). Teacher is: Some implications of Biesta’s ‘Beautiful Risk’ for the future of early childhood teacher education. In Early Childhood Convention. Rotorua.

    • Gibbons, A., Farquhar, S., Tesar, M., & Myers, C. (2015). Do “we” really live in rapidly changing times? The temporal politics of childhood and technology. In American Educational Research Association 2015 Annual Meeting. Chicago.

    • Hemmington, N., & Gibbons, A. (2015). Astonishment, Derrida and commercial hospitality. In Hospitality and Tourism in a Greening World: Proceedings of the 13th Asia Pacific CHRIE Conference (pp. 157-163). Auckland.

    • Gibbons, A. (2014). Childhood and wellbeing in the digital age. In Faculty of Culture and Society Research Festival. Auckland.

    • Gibbons, A., & Fitzsimons, P. (2014). Positive behaviour: A utopian tale?. In Telling Stories. Epsom.

    • Gibbons, A., & Fitzsimons, P. (2014). Accentuate the positive – Avoid the pandemonium. In Philosophy of Education Society of Australasia Annual Conference. Hamilton.

    • Gibbons, A. (2014). Portfolios, ePortfolios and questions concerning observation. In Conversations about Technology in the Early Years. Greenlane, Auckland.

    • Gibbons, A. (2014). No more buddy buddy. In 1st New Zealand Childhood Studies Colloquium. Auckland.

    • Gibbons, A. (2014). De(-­‐)grading teacher education? Resistance of and for the profession of early childhood teaching. In 22nd RECE Conference 2014 Spaces of Resistance: Histories and Futures. Kent.

    • Gibbons, A. (2014). The early childhood teacher and the family: An exploration of the familial role of the professional using a few childish things. In International Network of Philosophy of Education 2014. Cosenza.

    • Gibbons, A. (2014). Freedom to teach and learn: The story of Muad'Dib as metaphor for the experience of studying teaching. In TEFANZ. Hamilton.

    • Gibbons, A., Farquhar, S., & Tesar, M. (2014). Partnerships and the ‘making-up’ of early childhood knowledge. In Partnership, power and education: One day conference. Manukau.

    • Gibbons, A. (2013). ‘People love metrics’: A super sad true love story. In Edited Proceedings of the 43rd PESA Conference 2013: Measuring Up in Education (pp. 75-83). Melbourne.

    • Gibbons, A., Bleazby, J., Locke, K., & Heraud, R. (2013). Transitioning from the PhD: The future for early career academics in philosophy of education.. In Philosophy of Education Society of Australasia. Melbourne. Retrieved from http://education.unimelb.edu.au/pesaconference2013/program

    • Gibbons, A., & Waemusa, Z. (2013). Wiki-based interventions: A curriculum design for collaborative learning. In Electric dreams: 30th ascilite Conference, 1-4 December 2013, Macquarie University, Sydney: Proceedings (pp. 888-892). Sydney: Macquarie University.

    • Gibbons, A. (2012). The fortitude of a failure to believe in educational borders: Lessons from Albert Camus. In Philosophy of Education Society of Australasia. Chiayi.

    • Gibbons, A. (2012). The fortitude of a failure to believe in educational borders: Lessons from Albert Camus. In The 42nd Annual Conference of the Philosophy of Education Society of Australasia (PESA): Education Crossing Boundaries. Chiayi.

    • Gibbons, A., & Huang, M. H. (2012). Border crossing and the problem of play-based curriculum: Intercultural research on philosophies of play and experiences of migrant families. In 42nd Annual Conference of the Philosophy of Education Society of Australasia. Chiayi. Retrieved from http://pesa2012.blogspot.co.nz/p/programme.html

    • White, E. J., Tesar, M., Gibbons, A., Farquhar, S., Heraud, R., & Craw, J. (2012). Talking to the complexity of 'talking about knowing' in early childhood education. In NZARE Early Childhood Education SIG Research Hui. Hamilton.

    • Gibbons, A. (2012). Claim 2336 Matua Rautia: A letter to end oppression. In Paulo Freire: The Global Legacy Conference. Hamilton NZ.

    • Gibbons, A., & Heraud, R. (2012). The creative university: An absurd edifice?. In The Creative University Conference. Hamilton.

    • Gibbons, A. (2012). Tragedic plans. In The Creative University. Hamilton.

    • Craw, J., & Gibbons, A. (2011). He made me do it: Questions concerning Spinoza in thinking of ethics and education. In Philosophy of Education Society of Australasia. Auckland. Retrieved from http://www.pesa.org.au/site/page/conference.html

    • Locke, K. A., & Gibbons, A. (2011). Way down in the hole: A score for school. In Philosophy of Education Society of Australasia. Auckland.

    • Gibbons, A. (2011). Spinoza, education, philosophy and IPads: Resisting a coherent research portfolio. In Conversations on Research: 7th Annual AUT School of Education Conference. Auckland.

    • Gibbons, A. (2011). Getting down to the child's level: Some questions concerning measurement and the spaces between adults and children. In Early Childhood Convention. Christchurch.

    • Gibbons, A. (2010). Where the child things are: Philosophy, children and questions concerning happiness in education. In Philosophy of Education Society of Australasia Conference. Fremantle.

    • Arndt, S., Keelan, R., & Gibbons, A. (2009). Towards tertiary teaching excellence: The tale of three journeys of professional development. In NZARE Conference & Annual Meeting (pp. 11 pages). Rotorua.

    • Gibbons, A. (2009). The art of clearing space: The meaning of bicultural practitioner research in early childhood education. In AUT University, School of Education Research Conference. .

    • Gibbons, A., & Hallett, G. (2009). The ethics of multi-cultural responsibility in early childhood education: Visions for building a culturally responsive ECD profession. In World Forum. Belfast.

    • Gibbons, A. (2008). A curious understanding of difference: Bicultural education policies and incommensurable knowledge economies. In Philosophy of Education Society of Australasia Conference. Queensland.

    • Gibbons, A. (2008). The limits of biculturalism: Ka Hikitia and early childhood teacher education in Aotearoa/New Zealand. In Working Forum for Teacher Educators. Auckland.

    • Gibbons, A. (2008). What is difference? Heidegger, Lyotard and the problem of incommensurable early childhood horizons. In 16th International Reconceptualizing Early Childhood Education Conference: Practice, Research, Theory, Policy. British Columbia.

    • Gibbons, A. (2007). Poetically early childhood educators dwell. In Early Childhood Convention. Rotorua.

    • Heraud, R., & Gibbons, A. (2007). Creativity, enterprise and the absurd: Education, fast capitalism, and the Myth of Sisyphus (a challenge to an educator). In Philosophy of Education Society of Australasia Conference (pp. 12 pages). Wellington. Retrieved from http://www.pesa.org.au/site/page/abstract07.html

    • Gibbons, A., & Farquhar, S. (2006). The ethics of narrative and the narrative of ethics – Problematising practices of colonization in early childhood education. In Reconceptualising Early Childhood Education Conference. Rotorua.

    Edited books/volumes

    • Kupferman, D. W., & Gibbons, A. (2019). Childhood, science fiction, and pedagogy: Children ex machina. Singapore: Springer. doi:10.1007/978-981-13-6210-1

    • 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.

    Reports

    • Duncan, S., Gerritsen, S., D'Souza, S., Stewart, T., & Gibbons, A. N. (2020). Is participation in Early Childhood Education related to child health and development?. Retrieved from https://www.msd.govt.nz/

    • 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/

    • Gibbons, A. (2014). Making new media for infants and toddlers: Research and practice.

    • Devine, N., Begg, A., Benade, L., Craw, J., Gibbons, A., Reid, L., & Tesar, M. (2013). Keeping students in school: A review of the effectiveness of the Waitakere Exclusion Cluster Project, the Mt Albert Exclusion Cluster Project and the Student Engagement Initiative (SEI) Project. Auckland, New Zealand: School of Education, AUT University.

    Oral presentations

    • Nikolai, J., & Gibbons, A. N. (2020). Provocations for dance and risky play in early childhood and care settings. Australia.

    • Gibbons, A. N. (2019). Research innovation: Exploring with teachers what innovations in research could mean in practice (strategic plan). Auckland, New Zealand.

    • Gibbons, A. N. (2019). Playing and working the ruins of care wellbeing: Reflections on the ‘mother’ of all budgets. Newcastle, NSW, Australia.

    • Johansson, V., & Gibbons, A. N. (2019). A dialogue on dialogues: Philosophical engagement in early childhood education. Auckland, New Zealand. Retrieved from http://www.education.auckland.ac.nz/

    • Gibbons, A. N. (2019). Linking Te Whāriki to the New Zealand Curriculum. Auckland, New Zealand. Retrieved from https://sites.google.com/glenfieldint.co.nz/kaipatikikahuiako/2019-conference

    • Gibbons, A. N. (2018). Philosophy and pedagogy. Stockholm.

    • Gibbons, A., & Kupferman, D. (2017). Flow my tears the teacher said: Science fiction as method. Epsom.

    • Deerness, S., & Gibbons, A. (2017). Group learning in high school. Glendowie.

    • Gibbons, A. (2017). ILE pedagogies in secondary school classrooms. Glendowie College.

    • Gibbons, A. (2017). Bridges, pathways, and strength: Applying the early childhood curriculum for meaningful community approaches. Northcote.

    • Gibbons, A. (2016). Introduction to Mana Atua health and wellbeing hui. Auckland, NZ.

    • Gibbons, A. (2016). It’s business time: Working conditions and emotional labour in ECE. Epsom, Auckland, New Zealand.

    • Gibbons, A. (2014). Four stories about tino rangatiratanga/self determination: Cultures of education policies and practices in Aotearoa/New Zealand. Tempe, Arizona.

    • Gibbons, A. (2014). Personal contexts and the observation of learning. Tucson, AZ.

    • Gibbons, A. (2014). Four stories about Tino Rangatiratanga/self determination: cultures of education policies and practices in Aotearoa/New Zealand. Tucson, AZ.

    • Gibbons, A. (2014). Curriculum development in Aotearoa New Zealand. Tucson, AZ.

    • Gibbons, A. (2014). Engaging in responsive language: Understanding context. Tucson, AZ.

    • Gibbons, A. (2014). Debating digital childhoods: A lot of questions concerning technology. Falmer, England.

    • Gibbons, A., & Osgood, J. (2014). Critiquing professional identities. 166-220 Holloway Rd, United Kingdom.

    • Gibbons, A. (2014). Shifting boundaries?. Roehampton, London.

    • Gibbons, A. (2014). Debating digital childhoods: A lot of questions concerning technology. Holloway Rd, London.

    • Gibbons, A. (2013). Narrative and tragedy. Epsom, Auckland, New Zealand.

    • Gibbons, A. (2013). Teaching as an act of rebellion. Auckland.

    • Gibbons, A. (2011). Tricks to triadics. Auckland.

    • Gibbons, A. (2007). Two views on care and education, Hannah Arendt and Nel Noddings. Dunedin, New Zealand.

    • Gibbons, A. (2007). The politics of ICT upskilling in ECE. Auckland, New Zealand.

    Other outputs

    • Gibbons, A. N. (2020). The bumpy road ahead for early childhood teachers. In https://educationcentral.co.nz/. Education Central. Retrieved from https://educationcentral.co.nz/

    • Gibbons, A. N. (2020). Children and technology. In D. Cook (Ed.), The SAGE Encyclopedia of Children and Childhood Studies (pp. 376-379). California: Sage. doi:10.4135/9781529714388.n144

    • Gibbons, A. N. (2020). Schulte CM and Thompson CM (eds.), Communities of practice: Art, play, and aesthetics in early childhood.. In Policy Futures in Education. SAGE Publications. doi:10.1177/1478210320942421

    • Gibbons, A. (2019). A critical philosophy of sport: Some applications. In Educational Philosophy and Theory. doi:10.1080/00131857.2019.1664279

    • Gibbons, A. N. (2019). Rancière’s The Ignorant Schoolmaster and Studying Teaching. In M. Peters (Ed.), Encyclopedia of Teacher Education. Singapore: Springer. doi:10.1007/978-981-13-1179-6_299-1

    • Gibbons, A. N. (2019). Early Learning Action Plan. Education Central. Retrieved from https://educationcentral.co.nz/early-learning-action-plan/

    • Nikolai, J., & Gibbons, A. (2018). Provocations for creative physical activity: Risky play through dance in early childhood education centres. Childhood Studies Aotearoa New Zealand.

    • Gibbons, A., Heraud, R., Roder, J., Deerness, S., Gilligan, M., Breen, G., & Denton, A. (2018). The politics and aesthetics of innovative learning environments. Childhood Studies Aotearoa New Zealand.

    • Craw, J., & Gibbons, A. N. (2018). Say it, with bells. Childhood Studies Aotearoa New Zealand.

    • Gibbons, A. (2018). Not the bottom, but the beginning: The failure of the teaching
      profession to value early childhood education. In New Zealand Journal of Teachers' Work (Iss. 1). Massey University.

    • Heraud, R., & Gibbons, A. (2018). Have we absented ourselves from participation in change?. In E-Learning and Digital Media (Iss. 3). doi:10.1177/2042753018773391

    • Gibbons, A. (2018). Anti-intellectualism and the study of teaching: Camus and the problem of intellectual polemics. In Educational Philosophy and Theory. doi:10.1080/00131857.2018.1468163

    • Gibbons, A. (2016). Government contradicts itself with online learning for school children. In Education Review. Retrieved from http://www.educationreview.co.nz/

    • Gibbons, A., Farquhar, S., & Tesar, M. (2016). Working conditions in the early childhood education sector. In Briefing Papers. Retrieved from http://briefingpapers.co.nz/

    • Gibbons, A. (2016). Education Review Office (ERO) 2015 report on infants and toddlers in Aotearoa New Zealand: Commentaries from the field. In The First Years Nga Tau Tuatahi (Iss. 2). Retrieved from http://www.education.auckland.ac.nz/

    • Tesar, M., Farquhar, S., Gibbons, A., & Myers, C. (2016). Childhoods and time: Rethinking
      notions of temporality in early
      childhood education. In Contemporary Issues in Early Childhood (Iss. 4). doi:10.1177/1463949116677931

    • Devine, N., & Gibbons, A. (2015). Editorial: Creating our (educational) futures. In Educational Philosophy and Theory (Iss. 9). Routledge. doi:10.1080/00131857.2015.1035152

    • Gibbons, A., & Cederman, K. (2011). Editorial. In New Zealand Research in Early Childhood Education. Retrieved from http://www.childforum.com/

    • Gibbons, A. (2007). Introduction. Educational syntheses: The growth of online learning in early childhood teacher education. In E-Learning and Digital Media (Iss. 1).

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