In the fall of 1999, while examining the impacts of violence and trauma on learning, I started working as a tutor at the Rhode Island Adult Correctional Institution (ACI) with Jessica González, a bright young woman then preparing for the GED test. From Jessica and Susan, (another woman I had tutored), I learned about their learning and, over time, about how violence and non-violence have shaped them as women, and learners. To write this article about teaching and learning in prison, Jess and I worked together at my laptop.

Janet: Working in prison is, in many ways, like working with adult learners anywhere: women want to learn, earn a GED, read the Bible, speak and understand English, learn algebra. Interactions between and among learners and teachers look much like those interactions anywhere. Stepping back, though, there are differences. Materials cannot just be brought in—someone in the prison must approve them; I can't just give Jessica a pen—someone has to OK that, too. We can't phone each other directly; I can't send her anything computer generated; if we want a book, it has to be sent from Amazon or another mail order company. What we are able to do is work on writing about topics that are important to Jessica. We are able to work on my laptop; Jessica taught herself and me how to develop PowerPoint presentations; she and Susan have also practiced typing and refined their skills using word processing software.

Jess: Tutoring is not only important to me but it is also fun, I see it as a way of learning my way and not having to learn by someone else's time. The most valuable thing about having a tutor is the time she/he, in this case Janet, takes out to help me with my writing skills and so many other things.

When we first started, I was thinking, "another tutor that I will probably be booting out in another few weeks." Janet was different—she didn't push me, she let me take my time, and she wasn't a critic about how I did things. And if I messed up, she wasn't saying, "Oh, try harder," she just encouraged me to do better next time. She's not always so serious about things.

Janet: I've had the luxury of supporting Jess's learning as best I can. Because I'm only here once a week, I am aware of the other ongoing courses and learning that Jess is engaged in, but I also have the privilege of moving as slowly or quickly as we determine so that Jess has some control over her learning. For a while last spring we worked together on her telecourse on finance; still for the most part we have some leeway in determining each week, what and how we want to study. Sometimes I feel like I've brought the laptop for a play date as she explores software; other times, like today, as we write this piece together, we're both stretched and engaged in the task before us.

Jess: One of the things I have learned to work with in the time I've spent with Janet is how to use PowerPoint, explore it, use the graphics and sounds. I have made personal presentations in order to learn how to use the software. In addition I have completed a Community College of Rhode Island (CCRI) course in personal finance and I'm still working on completing my GED. Also this coming semester I will enroll in another college course, General Sociology, if it is offered here at the ACI.

Janet: One of my frustrations in working within the prison system is that inmates are not allowed Internet access. If Jess's course isn't offered for example, in any other context, we would look for alternatives-including online courses. This is not an option here. The system does not allow for individualized learning through the Internet. While the reasons for barring inmates online access have some merit, it's hard to imagine that alternatives can't be sought. I would like to believe that as technology advances further, we might find ways to afford access to learning tools on the internet to women and men who otherwise are limited in their access to current learning materials. I am also aware of the resources that are available to learners at the ACI: a computer lab (not online), a library, GED and other learning texts, dedicated and capable educators.

Jess: I hope that in some way all of this makes a difference; there are people like myself in the ACI who really want to learn. Just because I am in here and I am considered a criminal or someone who broke the law doesn't mean I am stupid and I should be limited only to materials that can help me become a better person in society. I am not just saying this to put one picture in your mind; books are good (and my reading is not limited only to behavior-related texts). However, if I had more access to materials, I'm sure when my release date comes I will have a better chance of defending myself in a world as fast as the one you all live in today.

Janet Isserlis, project director of Literacy Resources/RI, has worked with adult learners and educators since 1980, in school, community-based, workplace, and other settings.