Future generations are placed at the heart of the Planet’s preservation in the discourses on ecological concerns. Yet, with a few media exceptions, children are rarely given a voice on global change. Children are more generally widely associated and even assigned to local and everyday spaces (Ansell 2009; Philo 2000). However, they produce representations of the global space and discourses and imaginaries about its futures (Walker, 2019), as confirmed by the doctoral research I carried out with 248 children in 4 Parisian schools. The analyses shed light on a paradox. The school’s treatment of global space remains relatively elementary and evolves little (Baudinault, 2017; Clerc, 2002) but the school institution has a significant influence on children's representations of global issues. The field work shows that the inertia of the French educational system contrasts with the plurality and complexity of the children's own representations. They also re-politicize global issues that are otherwise widely “deconflicted” by the educational institution and teaching practices (Leininger-Frézal, 2016; Tutiaux-Guillon and Considère, 2010). The imaginary futures they develop underlines the value of considering children as actors in the making of school geography and in the transmission of new ways of living in a climate-changed world (Walker, 2017). My research finally reveals that leaving education to climate change and global issues to socialisation bodies outside of school leads to a strong reproduction of social inequalities.