My letter of gratitude - March 20th, 2025
Dear Members of the Awards Committee,
My relationship with Dr. Klees (or Steve, as he often reminds me to call him) began even before I officially became a Terp. Unbeknownst to him, he was the first reason I chose UMD as the home for my PhD journey. While exploring the UMD IEP website, I was surprised to find that Dr. Klees' research interests resonated deeply with me. Coming from a family of activists who fought for social justice both inside and outside the classroom in Brazil, I felt an immediate connection. Learning that he had also taught in northeastern Brazil—where I’m from—gave me hope that he might truly understand my culture, aspirations, frustrations, and dreams. I knew it was a lot to expect from an advisor. But I had high hopes for the person who would guide me on this important journey—one dedicated to understanding oppression and striving to create meaningful change. In some ways, however, I was partially blind to what lay ahead.
Over the past five years, I have come to know Dr. Klees more deeply, and I now see just how caring, supportive, determined, knowledgeable, and engaged he is as a mentor. I feel incredibly fortunate to be his mentee. His expertise in the complexities of educational policies, his deep concern for justice, educational quality, and equity, and his dedication to amplifying the voices of the marginalized have profoundly shaped and inspired me. What I cherish most is his ability to speak eloquently about the struggles faced by the most vulnerable populations—always with kindness and a calm demeanor—without leaving us in despair. Instead, he instills hope, and for that, I am deeply grateful. As someone who feels very deeply, I know that without this sense of hope, I might not have found the strength to carry on, the willingness to reflect, or the courage to seek alternatives.
Being a knowledgeable and insightful professor is already inspiring, but Dr. Klees is also a dedicated advocate beyond the classroom. During my time as his GA, he introduced me to numerous organizations actively engaged in developing alternatives to the dominant educational system. As a co-founder of The Alternatives Project (TAP)—a global network of committed professors and activists who promote seminars, summer institutes, publications, and discussions on alternative education—I had the privilege of witnessing his unwavering dedication firsthand. His ability to bring people together, his open-minded vision for a different world, and the deep respect his colleagues have for him are truly remarkable. They seek his advice not only because they trust his wisdom but also because they know he will take action.
Since Fall 2021, I have actively participated in TAP’s monthly meetings. In the beginning, Dr. Klees guided me, but over time, I felt he saw me not just as a listener, but as a contributor. He helped me build my confidence, always believing in me—even when I doubted myself. As I became more engaged, the group entrusted me with organizing their (our) website. I traveled to Kenya representing TAP, and recently, I helped establish the TAP Special Interest Group within the Comparative and International Education Society (CIES), titled:
"21st Century Educational Alternatives: Confronting Racial Capitalism, Patriarchy, Militarism, and the Climate Crisis", where I now serve as secretary. Beyond TAP, Dr. Klees introduced me to other transformative organizations that have shaped my understanding and commitment to change, including The Wellbeing Economy, The Tapestry of Alternatives, NORRAG, and others. Through these networks, I have not only learned but also found my place as a contributor—advancing my research with the support and encouragement of a mentor who always believed in my potential.
My research explores an alternative to the competitive and individualistic approach to education. Set in Brazil, my study focuses on a public school serving a marginalized population in the country's northeast, where a unique methodology called Cooperative and Solidary Learning is implemented schoolwide. Since this approach views students as active builders and contributors of knowledge, I wanted to understand its impact on students’ perceptions of their relationships within the school. With Dr. Klees, this study has taken on deeper meaning. It feels like the culmination of everything he has offered me since I joined the program—through classes, readings, discussions, field trips, meetings with organizations, workshops, and conferences. He helped me refine my case, and now, my contributions feel clear and purposeful.
Dr. Klees has challenged me by opening doors to what I believe matters most in education, and I have stepped through them willingly. He has supported me in making sense of my aspirations for quality and meaningful education. At first, I felt he was leading the way, guiding me forward. Now, I feel he walks beside me, co-creating knowledge. Being his advisee has added both depth and breadth to my journey.
The shift to a Zoom world has transformed relationships, but Dr. Klees' unwavering support remains constant. Whether through quick, to-the-point email responses or impromptu Zoom meetings, he is always there. But as I write these words, I realize there is something more. Beyond mentorship, beyond academia—I feel unconditionally loved. That love translates into fulfilling hard work and the invaluable opportunity to contribute my own verse to the larger story of education. I see Steve Klees as an extraordinary mentor and person! All my expectations were surpassed. And for that, I am deeply grateful.
Virginia Gomes - PhD Candidate - vigomes@umd.edu – cel: 954-540-0972
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