LAUSR

This article revisits scholarly, political, and practitioner debates surrounding the international implications of the Northern Ireland peace process: the so-called lessons. It begins by reviewing the literature on the epistemological and political dimensions of comparing conflicts. It identifies three different approaches to learning from peace processes. These are termed analytical-technical, political-strategic, and educative-psychological. The article applies this framework to Northern Ireland, assessing the conduct, potential, and challenges of each approach. The analysis draws on academic and political sources, as well as unique primary research on ‘lesson-sharing’ dialogues. The article discusses how the educative-psychological approach – which has been the dominant mode of lesson learning/sharing in Northern Ireland and is under-researched – demonstrates the potential for local-to-local connections to support ongoing learning within peace processes. Applying the threefold framework to other peace arenas can further advance understanding of the global dissemination of conflict resolution knowledge.