As researchers we have recently been concerned to develop assessment processes for 'minority professionals' -teaching assistants, support workers for people with learning disabilities, and 'Employability Through the Arts' for people with learning disabilities. Our research, seeks to understand the 'communities of practice' (Wenger , 1999) which emerge through discursive practices: such communities of practice (from our data) are largely 'invisible' within professional practices related to social services or education. Foucault (Gordon, 1980:246) argues for a cycle of 'discourse, practice and effects' whereby 'social reality' is constructed within an overall direction of the exercise of power resulting in 'oppression'. The paper seeks to explore issues whereby 'invisible communities of practice' are brought to visibility through 'defining what it is talking about and giving it the status of an object' (Foucault, 1972: 41).The paper focuses on the issues of bringing the tacit knowledge of practice into visibility through a methodology based on Delphi techniques familiar in health research (De Meyrick, 2003). An understanding of Delphi methods allowed the project team to develop its own unique style of conducting workshops with the primary aims to, i) develop consensual understandings around a key theme; ii) to systematically and co-currently gather and analyse inductive and qualitative data.The data collected from the Delphi workshops were analysed at the time with the participant's agreement over refinement and identification of categories and themes through a process of systematic comparative analysis. These processes resulted in core constructs being identified that captured the realities of practice for the minority groups involved.The data show that the problem of bringing to visibility does not rest solely with the nature of knowledge and skills captured in the process of identification of discursive practices in which the minority professionals participate, but with the experience of being a minority group, and with the associated minority experiences of power and voice. This implies that the ability to vocalise seemingly tacit, intangible or invisible aspects of practice are as much concerned with issues of marginalisation, as with epistemology. This research suggests that there are methodological approaches that can be developed to facilitate greater inclusion of quieter discourses that encourage a collective response to otherwise abstract problems of how we determine good practice in a range of fields.Secondly, in the contexts in which we have worked, it is often these less objective, human responses in authentic work settings that are valued by stakeholders (e.g. children and other learners), yet their invisibility and lack of 'measurability' has allowed them to become regarded as lesser qualities. Our experience has demonstrated that such a rejection is not of the qualities in their own right, but in response to an imposed discourse that is not shared by the communities themselves. The minoritarian 'truth' about professional practice for invisible communities requires 'bringing to vision' of the regimes of power which both constitute (internal) truth and which challenge (external) power. Participants in the research process, through exploring discursive practices determined a set of core categories which 'brought to visibility' a set of social effects' which assigned status to the minority -the internalization of such status (through processes of identity determination) provide the basis for recognition (both by the 'invisible community of practice' and 'majoritarian communities' (Deleuze and Guattari, 2003) to underpin processes of resistance.Deleuze, G. Guattari. F. (2003) A Thousand Plateaus -capitalism and schizophrenia. London. University of Minnesota Press. London.Foucault, M. (1972) The Archaeology of Knowledge. London. Routledge. De Meyrick, J. (2003) The Delphi Method and Health Research, Health Education, 103 (1), 7-15. Gordon, C. (1980) Michel Foucault: Power/Knowledge. New York. Prentice-Hall. Wenger, E. (1999) Communities of Practice. Cambridge : Cambridge University Press, 1999. An international qualitative methodology journal e.g. International Journal of Qualitative Studies in Education