On the basis of empirical experience from practical work this paper discusses the real place and role of the sociologist in the prison, as a total institution, where sociologists are employed as educators, along with other professions (psychologists, educationalists, social workers, etc.), and usually closely cooperating with lawyers. According to the current work regulations, and on the basis of practice so far, the sociologist can work as classical educator, to be in charge of educational groups of inmates, work in the reception department on assessing incoming inmates, and to organize inmates' leisure time by directing them towards pro-social and creative activities (music, painting, reading, etc.). New reform trends in working with inmates suggest new work methods, such as creative workshops, counselling in the sphere of substance abuse and dependency, or expert teams in working with minors. In the prison, the sociologist is indispensable as a researcher of criminal activities
Са же так: Циљ ра да је да се уо чи раз вој иден ти те та гра да Ва ље ва. У ис тра жи ва њу би тре ба ло уо чи ти исто риј ски раз вој гра да, као и спољ ње ути ца је на ње га. То мо гу би ти и не ки ве ћи гра до ви ко ји се на ла зе у бли зи ни Ва ље ва, као што је Бе о град. У пи са њу би тре ба ло ис та ћи оно што је има нент но и ка рак те ри стич но за сам град, и по че му се он раз ли ку је од дру гих гра до ва у свом окру же њу. Пре по зна ти бит не исто риј ске трeнут ке у ње го вом раз во ју, ин сти ту ци је и љу де. На кра ју би тре ба ло из не ти и про це ну ње го вог раз во ја (на пре дак, на за дак или ста га на ци ја) и ко ји су то ре сур си ко је по се ду је град и ње го во окру же ње.
People well acquainted with prisons often wonder what is it that prevents the existence of peaceful prisons, or in other words, is it possible to provide a peaceful serving of one's time to those inmates who wish so. Another related issue is whether such a model of the prison may be designed that will enable the staff, primarily the experts-educators, to work normally. In an ideal-typical prison system everyone should do their job. The jailers should engage in daily supervision of the inmates and take care of their security, while the educators, far less numerous, should concentrate on the resocialization of the inmates. Together with craftsmen-instructors in the workshops, jailers and educators should exert a unified educational influence synchronized by the prison management. In practice, however, such unified educational influence does not exist. Peaceful prison is impossible to establish in practice, since it suits neither the inmates nor the management. Both sides favor compromise or status quo, because they profit from it
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