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This essay considers the meanings, operations, and effects on educational life of hegemonic wellness, a term the author coins to capture a recurring discourse emerging from his recent seminar work with a group of graduate students. Hegemonic wellness refers to a developing school movement aimed at positioning neo-liberal 'wellness' discourses as the most socially valued means of making sense of an educator's workplace health. It constructs notions of healing and care as radically individualist pursuits, deeply anti-communitarian in theory and practice, and best positioned to serve existing power structures rather than to contest them. In naming and contesting hegemonic wellness, the author expects that teachers may find a language of recognition, affirmation, and contestation that can come to bear upon their practices.

This article engages the intersecting sociologies of adolescence and time, two concepts that in their modern, universalized iterations are born of a proximate historical moment. It suggests that conceptual studies of being young – in this case, studies of adolescence, but also, broadly conceived, of childhood and youth – can be deepened through inquiry into the definitional orthodoxies of time. Brought about in large part by the new temporal relations of subjectivity, sociality and community endemic to life online, new approaches to the scholarship of time have of late blossomed in cultural studies. The article asks, Can new orientations to time – that concept so foundational to definitional notions of adolescence – complicate contemporary understandings about what it means to be young? And can new orientations to time re-energize scholarship focused on documenting the various terms by which adolescence takes form as a social construction, particularly as global imperatives to managerialize and over-determine young people's lives intensify?