In this chapter the focus is on the changing role of the state and of citizenship education in a transnational landscape of educational policy. Drawing on Sassen and Schmidt it is argued that a denationalized conception of education means a transformed role of the state, rather than an elimination of its influence. The analysis from the Swedish example suggests that the role of the Swedish state has been transformed from an ‘enabling’ state to an ‘influencing-liberal’ state within a field of education policy. Even when the policy discourse is shaped in international cooperation with intergovernmental organisations it is recontextualised into national curricula in specific and selective ways. In the Swedish case this means that citizenship education in the most recent curriculum can be characterised as “social studies taught as social science”, based on human rights. In sum, the result shows that education in the Swedish context in the beginning of the 2000s can be conceptualised as a denationalised- instrumental conception of education.