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The onset of the COVID-19 pandemic certainly exacerbated the teacher shortage in the United States for all racial/ethnic groups, but especially for Black teachers. Black teachers account for 7–8% of the total teacher population and this percentage is the direct result of decades of systemic and structural barriers set against Black teachers in the form of racism. Still, Black teachers who enter the profession do so with the willingness to support all students and uplift Black students who often go years without seeing a teacher that looks like them. Black teachers often face different expectations than their white counterparts and these expectations, without the proper support, lead to Black teachers burning out at higher rates. In an effort to understand Black teachers' and the experiences that contribute them remaining in the classroom, the researchers explored Black teachers' working conditions through a phenomenological approach. The findings of this study suggest that Black teachers deserve working conditions that nurture who they are culturally and professionally, that reject actions of oppression toward them – both implicitly and explicitly, and offer spaces for Black teachers to be authentically heard.

This photovoice study aims to explore how cleaners experience dirty and invisible work in the workplace.

This research is twofold. The authors first used the photovoice technique, which is one of the visual data collection techniques, to elaborate on the phenomena. The data were obtained with the participation of seven people (four women and three men) from building cleaners working at two public universities in Turkey. Three photographs were requested from each participant and selected nine photographs were described and analyzed among the collected 21 photographs. In addition to photovoice research, five interviews gave insight into the cleaners’ experiences in the second stage of the study.

This research revealed that participating cleaners experienced invisible dirty work and they felt undervalued, despised, treated as “second class/low-level people” and stigmatized.

This study recommends that university administrations defend the rights and dignity of cleaners at work, provide services to support their inclusion and increase staff awareness.

This study sheds light into an understudied area which is the building cleaners’ invisible and dirty work experiences and how that impacts their lives via a photovoice research.