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  1.  3
    Andrew Gibbons (2007). The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? Educational Philosophy and Theory 39 (3):300–311.
    This paper critically engages with the theme of ‘process over product’—a theme that is argued to be increasingly problematised as an influential narrative in the construction and transmission of a philosophy of early education. The importance of producing children of ‘competence’ through appropriate educational processes is associated with assumptions regarding what counts as an appropriate educational journey for children before they reach school age. Drawing upon the work of Michel Foucault, and Jean‐François Lyotard, this paper considers the purpose and tensions (...)
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  2.  6
    Brad Hokanson & Andrew Gibbons (unknown). Design in Educational Technology. Emergence: Complexity and Organization 209 (218):265-267.
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  3.  10
    Andrew Gibbons (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.
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  4.  14
    Andrew Gibbons (2010). Nietzsche, Ethics and Education: An Account of Difference – by P. Fitzsimons. Educational Philosophy and Theory 42 (1):142-145.
  5.  3
    Peter Roberts, Andrew Gibbons & Richard Heraud (2013). Introduction: Camus and Education. Educational Philosophy and Theory 45 (11):1085-1091.
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  6.  2
    Andrew Gibbons (2013). Beyond Education: Meursault and Being Ordinary. Educational Philosophy and Theory 45 (11):1104-1115.
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  7.  1
    Andrew Gibbons (2013). The Teaching of Tragedy: Narrative and Education. Educational Philosophy and Theory 45 (11):1150-1161.
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  8.  7
    Andrew Gibbons (2007). Philosophers as Children: Playing with Style in the Philosophy of Education. Educational Philosophy and Theory 39 (5):506–518.
    In this article the questions of what counts as play and philosophy are considered in relation to the question of early education for young children. The child subject characterised by the themes of playfulness, emotion, and irrationality is compared to the playful philosopher emanating from the work of Friedrich Nietzsche, Ludwig Wittgenstein and Michel Foucault. This analysis contributes to the exploration of themes of truth and difference, the search for challenges to styles of philosophy in education, and to the role (...)
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  9.  4
    Andrew Gibbons (2008). Child-Rearing Practices and Expert Identities: A Tale of Two Interventions. Educational Philosophy and Theory 40 (6):747-757.
    Paul Smeyers' keynote address to the PESA 2007 Conference, 'The Entrepreneurial Self and Informal Education: On government intervention and the discourse of experts' provides a timely call for questioning the governing of the family. This paper draws upon Smeyers' key concerns to explore both historical and contemporary trends in clustering government agencies, under the guidance of child development experts. The guidance of two expert groups is problematised, with particular attention to an absence of commitment to Māori perspectives of education and (...)
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  10.  0
    Andrew Gibbons (2013). Like a Stone: A Happy Death and the Search for Knowledge. Educational Philosophy and Theory 45 (11):1092-1103.
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    Andrew Gibbons (2012). Stewart, Georgina Marjorie, Good Science? The Growing Gap Between Power and Education. Educational Philosophy and Theory 45 (3):348-351.
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    Andrew Gibbons (2013). Tragedy and Teaching: The Education of Narrative. Educational Philosophy and Theory 45 (11):1162-1174.
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  13. Michael Peters, Paulo Ghiraldelli, Berislav Žarnić, Andrew Gibbons & Tina Besley (eds.) (1999). Encyclopaedia of Educational Philosophy and Theory. University of Split and PESA.
    The Encyclopaedia of Philosophy of Education contains surveys of philosophical theories of education and philosophical analyses of educational issues. The Encyclopaedia of Philosophy of Education is a dynamic study space for students, teachers, researchers and professionals in the field of education, philosophy and social sciences offering theoretically concurrent expositions of the topics of theoretical and practical interest in philosophy and education.
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