Are you francophone? This question, which at first may appear extremely simple, is much more complex than it seems. In this article, I introduce the notion of francophonie(s), in the plural and in the singular, which I revisit from the sociolinguistic concept of spaces on the basis of four interviews I conducted with academics who agreed to give me their perspectives on the question. The analysis shows that the way in which individuals situate themselves with respect to the Francophonie depends less on the notion of competence in French than on the interpretation they have of the concept in interaction with their own universe of reference. I invite to enter into pedagogical practices of questioning ideologies, and universes of reference not to judge them, but to allow the actors of education (students, teachers, school teams) to appropriate the francophonie in all legitimacy.