Invisible Labor, Unseen Power: An Inquiry

“What does it mean when we talk about power in education?”

Is power something hierarchical, something we negotiate and share, or is it more layered than that? How do we recognize the different forms of labor that happen in schools—especially the kinds of work that often go unnoticed?

When we think about "invisible labor," how do we define it? Is it the planning, the mental load, the behind-the-scenes efforts that keep things running? And if so, how often do we pause to acknowledge that kind of work? In the workplace, who decides what is visible and what remains unseen?

Is there a reason some roles and contributions seem to receive more attention than others? Are there moments where expectations shift without explanation, where the distribution of tasks feels uneven? Could this be the result of unspoken assumptions or systems that we aren’t fully aware of?

What happens when speaking up feels risky? What are the costs of questioning these dynamics? Can we have open conversations about the value of all types of labor—both visible and invisible—without fearing judgment or backlash?

Ultimately, how do we recognize the full weight of the work that keeps everything moving forward? Are we truly valuing every contribution, or are there elements of the work that remain in the background, overlooked and underappreciated? How can we start asking the right questions to ensure that all forms of labor are seen and valued?