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The project responds to a well-documented gap between research on inequality and how lived experience appears in university curricula. Drawing on published Irish and European research, LENS will develop a small set of short, composite teaching narratives that reflect how identity, power, and institutional context shape everyday experiences in settings such as classrooms, interviews, and public services.

Because the narratives are evidence-based and composite, they allow staff and students to engage with issues of race, gender, religion, migration, and belonging without placing the burden of representation on individual students. Designed as practical teaching tools, the materials can be easily integrated into seminars, tutorials, or professional practice modules.

The final output will be a digital teaching resource hosted by the University and formatted in line with accessibility and Universal Design for Learning principles. While the first set of narratives focuses on the experiences of Muslim women, the approach is designed to be extendable to other groups in future, supporting the University’s work on Inclusive Curriculum, Race Equality, and Widening Participation.