Description: A recently completed EU partner project, The CLASP project, has investigated creativity policy discourses and practices in education with respect to the depth of innovation and variation in creative teaching and learning. The use-value of policies of creativity were explored and possible interferences from performativity discourses and practices in schools as constituted within the double hieroglyph of democratic schooling were given some attention by some partners. These conditions were described as creating what could be considered as contradictory incentives for learning and as creating some policy interference with respect to the policies of creativity. In Sweden a project funded by the Swedish Social Sciences and Humanities committee of the national Research Council in 2004 provided the means for a two year project examining further the dynamics of teaching and learning within hybrid contexts like those suggested above. This project, termed the hybridity project, looks at education practices and outcomes within three different school environments; one a Swedish school-pre-school integration context, the other a secondary school context, the third in adult education SFL courses. Policy ethnography, has been used. Integration policies, gender perspectives and class perspectives have been given particular attention. Some contradictory incentives for learning have again been identified. The present paper presents some early materials from this ongoing project in relation to the ethnographic work done in respect of the first two named education contexts. Methodology: Extensive ethnographic case studies have been conducted in the schools. Conclusions: The upper grades of the secondary school provide the clearest contractions and tensions with respect to creativity policies. Despite efforts to stimulate creative commitments in and toward learning, some students just don't care (or try) to learn at all in school, and the ones that do often learn primarily for the sake of obtaining good grades or avoiding bad ones. These students generally prioritise symbolic exchange value above other use values in their relationship to learning and express little joy or reward in respect of learning for learning's sake. There are also very few examples of the valorisation of class-cultural values that exist outside an instrumental relationship to schooling. Schooling has become an incubator of values of investment and return. Learning seems to be highly commoditised and alienated (Beach, 2003; Beach & Dovemark, 2005abc). Thus there seems to be very little evidence of a positive relationship between creativity and performativity in the secondary school. However, this does not apply to the pre-school-school integration context, which provides a somewhat different vista (see also Gustafsson, 2003). Here there is evidence of a supportive relationship between performativity and creativity. This evidence will be explored in the presentation in the symposium where there will be an attempt to discuss both similarities and differences noted in the different school environments.