In 2018, thousands of students across the world left their classrooms on Fridays to march the streets, demanding that the adult world face and act upon the climate crisis. Much due to the pace with which the phenomena known as Fridays for Future (FFF) spread in both social and mass media, 2019 saw the largest mobilizations for the climate in history with many young people participating in civil disobedience for the first time. Narratives and frames of a school not providing what young people need to face an uncertain future emerged amidst the school strikes, which prompted this latest wave of youth-led climate activism, bringing about imaginaries of what such an education could look like. Informed by a body of literature which acknowledges the educational value of social movements in general and FFF in particular, this article positions the school strike demonstrations organized by FFF as figurations of an alternative civic classroom. With analytical sensibilities found in socio-material and postdigital theorization on educational spaces, this study draws on ethnographic empirical material from fieldwork at six school strikes in Stockholm, Sweden, to investigate the co-production of these events between the human and non-human — illuminating the way in which spatial imaginaries entangle human practice and technological materiality in alternative civic education in an out-of-school context. Such youth-organized spaces of civic action configured as alternative classrooms in the postdigital context may act as spaces where ‘futures in the present’ are materialized by the young people of today who will inhibit these futures tomorrow.