Objectives: While climate change research often prioritizes the present, recent efforts within Educational Sciences have highlighted the crucial link between different temporalities, social positionings and future visions (Kumpulainen et al., 2023; Spyrou et al., 2021). We argue that the prevalent discursive framings of climate futures lack spatio-temporal and ecological diversity insofar as they silence voices not included in the hegemonic frame of white, western representation (Whyte 2018). This challenges educational science to open up to such marginalized narratives, positionings as well as concepts of time (Facer 2023). Hence, our objective is to investigate alternative imaginations of climate futures (Yusoff & Gabrys 2011) by observing visual data created by marginalized young people. Theoretical Framework: Our considerations are rooted in feminist, postcolonial and decolonial approaches to the Anthropocene and climate change (Haraway 2015; Whyte 2018) and hegemonic time concepts (Facer 2023). Importantly, this perspective moves beyond existing narratives of skepticism and denial and instead advocates for a shift towards fostering creative agency and imagination for a transformative and sustainable future through education (Mitchell & Chaudhury 2020). Methodology & Data Sources: In our qualitative analysis, we use the methodological concepts of imagination and temporalities (Facer 2023; Yusoff & Gabrys 2011) to unveil alternative ideas about the future. This methodology also emphasizes the importance of embracing the emic knowledges and imaginations. The pictures and texts we analyze stem from the public media discourse on climate change. In our analysis of discourse in visual data (Traue 2013), we focus particularly on the construction of temporalities, generations and human-nature-relationships in climate future visions (Facer 2023; Leccardi, 2021). Results: Overall, the paper contributes to the theoretical and methodological debate on integrating non-hegemonical, alternative future perspectives and imaginations into our educational frameworks. The paper unveils how hope and critique disrupt dominant end-of the-world-narratives and offers insights into shifting concepts of time and their potential for educational research.

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