The aim for this study is to identify and analyze general trends, logics, and structures within the Swedish education system, and whether these are consistent with society's growing need for creative individuals. Furthermore, this study aims to identify possible tensions, paradoxes, and challenges regarding the role and function of creativity in relation to education. The aims have been approached by a problem-oriented method, based on a literature review as well as semi-structured interviews with key representatives of the Swedish education system. Overall the study has captured an international and national movement, where creativity in education on the basis of socio-economic, political, institutional, and individual embossed perspectives, has come to be a high priority. This development is based on a critique of today's knowledge-oriented education system, which is no longer considered compatible with today's society. The study has identified multidimensional barriers and opportunities for creativity in late modern education systems, and furthermore recognized creativity in education systems as an important aspect in how to address contemporary and future societal challenges.

The purpose of this paper is to explore how masculinity and femininity are constructed in the magazine Veckorevyn, through a critical discourse analysis of 18 articles from six issues in 2011. This is done by using a variety of theories and previous research results, which is gender theory, the theory of late-modern society and media theory. The analysis shows that Veckorevyn depicts virility and feminine differently. Furthermore, pointing the results from the analysis that a change of manhood and womanhood takes place in the social practice. The selection of articles from the magazine also shows that Veckorevyn seems to promote gender equality.

This study acknowledges how the democratic mission has changed over time and which role it has today. By using a comparative idea analysis, fourteen Swedish and Finish curriculums and syllabuses stretching from 1970 to 2015 has been analysed and compared. Therefore, our purpose is to analyse how the curriculums and syllabuses can be compared to the modern society versus the late modern society, by using ideal types based on theories that legitimates our study. With this method, we were able to compare how much the late modern society has influenced the Swedish and Finnish curriculums and syllabuses. In the result, we concluded that the Finnish curriculums are still influenced by the modern society in a broader way than the Swedish. The Swedish curriculums have been more influenced by the late modern society as a result of the increased focus on the individual, which is a consequent of the development from the modern to the late modern society. The latest Finnish curriculums are also influenced by the late modern society. However, when they write about individuals, the importance of being a part of the community is always the primary goal. The comparison between the countries syllabuses shows a different sight of the subject social studies. In Sweden, it plays a larger role in the mission of creating democratic citizens, as to Finland, where it plays almost the same role as all the other subjects. The final discussion in this study is whether the democratic mission is still functioning in the society we are living in today. The conclusion is that it has to be changed, otherwise it will not legitimize in the late modern society. Furthermore, it has to change from being a firm mission to a more fluid one. Additionally, it has to create an environment where the pupils can become liberate subjects.