Regmi, Kapil Dev

Dr. Kapil Dev Regmi worked as a college lecturer, educational researcher, and consultant for almost a decade in Nepal. He completed MEd in Adult Education and PhD in Educational Studies from the University of British Columbia, Vancouver Canada. His research studies critically examine educational policy issues and agendas by using a range of theoretical lenses such as political economy, decolonization, global governance, sociology, critical theory, and international development. Some of his current research interests include the prospects of lifelong learning for the global South, the impact of economic inequality on educational outcomes, international and comparative education, policy sociology as a methodology for undertaking policy research, social foundations of learning, and the role of education for sustainable development.

The world is changing rapidly not only because of the advancement in technological innovations but also because of some pressing challenges such as increasing economic inequality, privatization in education, lack of health services, and the existential threat brought by climate change. The people who have suffered the most from these challenges are those who have been historically marginalized. As Nelson Mandela argued decades ago “Education is the most powerful weapon which you can use to change the world.” With his upbringing in a remote village of Nepal, teaching experiences of more than two decades in K-12 and university settings, and profound interest in evidence-based research, Dr. Regmi aims to contribute to the global movements for equality and justice.

Teaching and Research Interests

Adult education, Education for Sustainability, Higher Education, International and Comparative Education, Lifelong Learning, Policy, Political economy of education, Post-colonial studies, Research methodologies, Social justice, Sociology of Education

Education

MEd in Adult Education, 2012 (UBC)

PhD in Educational Studies, 2017 (UBC)

Selected Publications

Peer-reviewed journal articles

1. Regmi, K. D. (2023). Meritocratic lifelong learning: Responsibilization of marginalized adults for their own learning as neocolonial contract. International Journal of Lifelong Education, 1-18 Doi: https://doi.org/10.1080/02601370.2023.2231640
2. Khanal, J. and Regmi, K. D. (2023). School principals, selection criteria, and responsibilities: Challenges in educational policy implementation. Policy Futures in Education. 1-24 Doi: https://doi.org/1177/14782103231185698
3. Regmi, K. D. (2023). Learning technology beyond positivism and criticism: Reconnecting learning with society through online teaching. Research in Education. 1-16 Doi: https://doi.org/10.1177/00345237231183342
4. Regmi, K. D. (2023). Deliberation and decisionism in educational policymaking: How Nepali educational policymakers negotiate with foreign aid agencies. Journal of Education Policy, 1-23. Doi: https://doi.org/10.1080/02680939.2023.2221203
5. Regmi, K. D. (2023). Decolonising meritocratic higher education: Key challenges and directions for change. Globalisation, Societies and Education, 1-18. Doi: https://doi.org/10.1080/14767724.2023.2210516
6. Regmi, K. D. (2023). Political economy model of program planning: Adult education for marginalized adults, civil society and democracy. Studies in Continuing Education, 1-17. https://doi.org/10.1080/0158037X.2023.2211523
7. Regmi, K. D. (2022). The enduring effects of colonialism on education: Three praxes for decolonising educational leadership. International Journal of Leadership in Education, 1-19. Doi: https://doi.org/1080/13603124.2022.2098379
8. Regmi, K. D. (2022). Decolonising epistemologies of the global South: Perspectives from Canada. Multicultural Education Review, 14(4), 258–27. Doi: https://doi.org/10.1080/2005615X.2023.2164977
9. Regmi, K. D. (2022). Covid-19 pandemic, Sustainable Development Goals on health and education, and “Least Developed Countries”: The case of Nepal. International Review of Education, 68 (4), 1-28. Doi: https://doi.org/10.1007/s11159-022-09966-6
10. Regmi, K. D. (2022). The international political economy of educational policy development in Nepal: 1950 – 2020. Asia Pacific Journal of Education, 42 (3), 415-430. Doi: https://doi.org/10.1080/02188791.2021.2011136
11. Regmi, K. D. (2021). Educational governance in Nepal: Weak government, donor partnership and standardised assessment. Compare: A Journal of Comparative and International Education, 51 (1), 24-42. https://doi.org/10.1080/03057925.2019.1587704
12. Regmi, K. D. (2021). Higher education in Nepal: A handmaiden of neoliberal instrumentalism. Higher Education Policy, 34(2), 393-411. https://doi.org/10.1057/s41307-019-00138-0
13. Regmi, K. D., Andema, S. and Asselin, M. (2020). Literacy for self-reliance: A critical exploration of Nyerere’s legacy in Tanzanian education policies. International Review of Education. 66 (1): 53-74. Doi: https://doi.org/10.1007/s11159-020-09824-3
14. Regmi, K. D. (2020). Social foundations of lifelong learning: A Habermasian perspective. International Journal of Lifelong Education. 39 (2): 219–233 https://doi.org/10.1080/02601370.2020.1758813
15. Regmi, K. D. (2020). “Lifelong learning opportunities for all”: Who pays for it? International Yearbook of Adult Education, 43, 53-68. https://doi.org/10.3278/6004674w053
16. Regmi, K. D. (2019). Global construction of literacy policies for “Least Developed Countries”: Focus on Ethiopia, Nepal, and Sierra Leone. Adult Education Quarterly. 63 (3): 225–246. https://doi.org/10.1177/0741713619837350
17. Regmi, K. D. (2019). Critical policy sociology: Key underlying assumptions and their implications for educational research. International Journal of Research & Method in Education. 42 (1): 59-75. http://dx.doi.org/10.1080/1743727X.2017.1398228
18. Regmi, K. D. (2018). Foundational models of development, underlying assumptions, and critiques. Social Change. 48 (3): 325-344. https://doi.org/10.1177/0049085718781688
19. Walter, P., Regmi, K. D. and Khanal, P. R. (2018). Host learning in community-based ecotourism in Nepal: The case of Sirubari and Ghalegaun homestays. Tourism Management Perspectives. 26, 49-58. https://doi.org/10.1016/j.tmp.2018.02.002
20. Regmi, K. D. (2017). Habermas, lifeworld, and rationality: Towards a comprehensive model of lifelong learning. International Journal of Lifelong Education, 36(6), 679-695. http://dx.doi.org/10.1080/02601370.2017.1377776
21. Regmi, K. D. (2017). World Bank in Nepal’s education: Three decades of neoliberal reform. Globalisation, Societies and Education. 15 (2):188-201. http://dx.doi.org/10.1080/14767724.2016.1169517
22. Regmi, K. D. and Walter, P. (2017). Modernisation theory, ecotourism policy, and sustainable development for poor countries of the global South: Perspectives from Nepal. International Journal of Sustainable Development & World Ecology. 24 (1):1-14. http://dx.doi.org/10.1080/13504509.2016.1147502
23. Regmi, K. D. (2017). Critical discourse analysis: Exploring its philosophical underpinnings. Méthod(e)s: African Review of Social Sciences Methodology, 2(1-2), 93-107. http://dx.doi.org/10.1080/23754745.2017.1354555
24. Regmi, K. D. (2016). The political economy of 2015 Nepal earthquake: Some critical reflections. Asian Geographer. 33 (2):77-96. http://dx.doi.org/10.1080/10225706.2016.1235053
25. Regmi, K. D. (2016). Critiquing hegemony of capitalism: A call for popular education. International Critical Thought. 6 (2): 190-208. http://dx.doi.org/10.1080/21598282.2016.1172326
26. Regmi, K. D. and Walter, P. (2016). Conceptualizing host learning in community-based ecotourism homestays. Journal of Ecotourism. 15 (1):51-63. http://dx.doi.org/10.1080/14724049.2015.1118108
27. Regmi, K. D. (2015). Can lifelong learning be the post-2015 agenda for the Least Developed Countries? International Journal of Lifelong Education. 34(5), 551-568. http://dx.doi.org/10.1080/02601370.2015.1070209
28. Regmi, K. D. (2015). The influence of supranational organisations on educational programme planning in the Least Developed Countries: The case of Nepal. Prospects: UNESCO’s Quarterly Review of Comparative Education. 45 (4):501-514. https://doi.org/10.1007/s11125-015-9352-3
29. Regmi, K. D. (2015). Lifelong learning and post-2015 educational goals: Challenges for the least developed countries. Compare: A Journal of Comparative and International Education, 45(2), 317-322. http://dx.doi.org/10.1080/03057925.2014.993223
30. Regmi, K. D. (2015). Lifelong learning: Foundational models, underlying assumptions, and critiques. International Review of Education. 61(2), 133-151. http://dx.doi.org/10.1007/s11159-015-9480-2

Refereed book chapters

1. Regmi, K. D. (accepted). Social movements’ contributions to adult learning and education policy: A Habermasian sociological perspective. In M. Milana, P. Rasmussen, & M. Bussi (Eds.), Research Handbook on Adult Education Policy. Edward Elgar Pub. https://www.e-elgar.com [7,500 words]
2. Regmi, K. D. (2023). Learning potential of the lifeworld: A comprehensive theory of lifelong learning. In K. Evans, W.-O. Lee, J. Markowitsch, & M. Zukas (Eds.), Third International Handbook of Lifelong Learning (pp. 73–95). Springer. https://doi.org/10.1007/978-3-030-67930-9_9-1
3. Regmi, K. D. (2021). Nepali lifeworld and its higher education system: A critical assessment of the dis/connection. In B. Hall & R. Tandon (Eds.), Socially Responsible Higher Education (pp. 42-54). Brill. https://doi.org/10.1163/9789004459076_004
4. Regmi, K. D. (2021). International political economy of adult education: Perspectives from Canada. In S. M. Brigham, R. McGray, & K. Jubas (Eds.), Adult education and lifelong learning in Canada (pp. 233-245). Toronto: Thompson https://tinyurl.com/5xbxmwfv
5. Singai, S., Gioli, G. Riemer, E., Regmi, K. D., Mastrokoukou, S, & Singh, S. (2016). Knowledge economy and demographic change: Comparative case study of Europe and South Asia. In Egetenmeyer, R (Ed.). Adult and Lifelong Learning in Europe and beyond Comparative (pp. 67-84). Germany: Peter Lang. https://doi.org/10.3726/978-3-653-05973-1
6. Regmi, K. D. (2016). The status of adult literacy and lifelong learning in Nepal. In Egetenmeyer, R. (Ed.) Adult and Lifelong Learning in Europe and beyond (pp. 261-271). Germany: Peter Lang. https://doi.org/10.3726/978-3-653-05973-1

Courses taught

Graduate courses

EDUC 500: Research Methodology in Education

EDST 514: Adult Education Program Planning Theory

EDST 528: Social Movements, Political Learning and Popular Education

EDST 575: Work and Learning

Undergraduate courses

ADHE 412: An Overview of Adult Education

ADHE 329: Developing Short Courses, Workshops and Seminars

ADHE 328: Institutions of Adult Education

ADHE 327: Teaching Adults