Kennedy 1

Kaitlyn Kennedy
Dr. Fraustino
ENG 329
30 October 2014
M.T. Andersons Feed and Igniting Social Change
The Exploration of Adolescent Novels of Ideas in Critically Literate Classrooms
In Peter Hollindales critical essay, The Adolescent Novel of Ideas, he explores
literature that challenges its reader to question the world as he or she knows it. He argues that the
ability for young readers to question hegemonic institutions is a result of the capabilities of the
young mind, further defined as a mind which is freshly mature and intellectually confident,
mentally supple and relatively free of ideological harness (86). He reminds us that,
sophistication is not synonymous with adult and celebrates these novels for the, logic and
lack of compromise of the what ifs (87). M.T. Andersons Feed was written with the what if
question in mind. In a post publication interview in which he describes his composing process,
he poses a series of questions that influence the dystopia he created. His concerns- How do we
know that whats going on is actually in our best interest? How can we be sure that our way of
life will be preserved for the future? And do we really want it to be? This series of questioning
directly corresponds to Hollindales criteria for what constitutes a text to be considered an
adolescent novel of ideas. More specifically the text must ask questions about homo sapiens
which most adult readers are too frightened or too stuck in their ways to face up to (85).
Through a close reading of Feed, students are encouraged to question powerful institutions such

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as schools and our government; a critical process they see Violet undergo when examining her
own society in the text. Using the education ideology of critical literacy as a framework,
adolescent novels of ideas such as Feed can be illuminated in the classroom setting providing for
rich discussions and conversations about the future of our world.
Just as Hollindale asserts that writers should, write for this (teen) audience as they do,
with challenging, disturbing, often pessimistic visions of modern human plight, reflecting a sense
of political and biological emergency in which minds and imagination of educated late 20th
century adolescents may have a vital part to play (88), educators should approach this literature
in a similar way. Although the word pessimistic could be debated, it is essential that educators
teach young adults that there are complex problems in the world for which their minds can offer
solutions. In the article, Raising Hot Topics through Young Adult Literature, Susan L.
Groenke, Joellen Maples, and Jill Henderson determined that young adult novels, provide a
medium through which adolescents and their teachers can confront and grapple with the social
contradictions and complexities that comprise adolescent lives (29). More specifically they
explain, It is our hope that by raising hard topics in the classroom through YA lit, we can
encourage our students to notice and stand up to injustice (38). These sentiments are further
supported by Karen Cadiero- Kaplan in the article Literacy Ideologies: Critically Engaging the
Language Arts Curriculum. Cadiero Kaplan explicitly defines critical literacy as, a literacy of
social transformation in which the ideological foundations of knowledge, culture, schooling, and
identity-making are recognized as unavoidably political, marked by vested interests and hidden
agendas (10). Critical literacy also addresses the debate of cannon vs. young adult literature that
has recently perplexed English teachers. While teaching the classics is important, young adult
novels, more specifically adolescent novels of ideas, provide the perfect platform to spark this

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flame in students. Why? These novels are not afraid to challenge adolescences to think critically,
because, like Hollindale, supporters of critical literacy believe in the young adult minds ability
to critically think about the world in which they live.
Feed reads eerily familiar to the technological dependent society in which we are
currently living. The striking similarities found within the text could be supplemented with
discussions that, question the ways in which they (students) were positioned by larger social
structures (Lewison 387) as suggested in the article, Taking on Critical Literacy: The Journey
of Newcomers and Novices. Two causes for concern brought to our attention by Anderson
include School and Government propaganda. In addition the characterization of Violet (a
product of a critically literate environment) could act as an example of how to be socially aware
and critical of their environment. Combined, these three aspects of Andersons text not only
support Hollindales definition of an adolescent novel of idea but they also correspond with the
type of literature that fuels critical literacy.
One of the most compelling and concerning statements about School found in Feed
comes when the character Titus reflects upon the education of the past and the school he
currently attends. He explains,
Now that School is run by the corporations its pretty brag, because it teaches us how the
world can be used, like mainly how to use our feeds. Also, its good because that way we
know that the big corps are made up of real human beings and not just jerks out for
money, because taking care of children, they care about Americas future (110).
To get a better understanding of this statement and the context of corporations in this society, it is
important to reference a statement made previously:

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Of course, everyone is like, da da da, evil corporations, oh theyre so bad, we all say that,
and we all know they control everything. I mean, its not great, because who knows what
evil shit theyre up to. Everyone feels bad about that. But theyre the only way to get all
this stuff, and its no good getting pissy about it (48).
When these two statements are read together it reveals the troubling construct of society Titus is
subject to. School is run by corporations with questionable motives. In a classroom that
promotes critical literacy this close reading could trigger students to make connections between
what is going on in our world and with our education system today. More specifically, how is this
reminiscent of the governments control over our education system now? Could this also be a
commentary about how corporations are gaining more and more personal rights in our country as
a result of Supreme Court rulings? Do corporations funds impact government decisions on what
to include in the curriculums mandated? These are all questions that arise from Feed but are also
questions that advocators of critical literacy seek to ask in their classrooms. It is no longer just
about teaching literacy, it is also about developing students into activists, active citizens that will
use their educated voices to influence and positively impact our future.
Violet, one of the main characters of the novel, provides an excellent example of how
being critically literate can transform ones world view and resistance to accepting the status quo.
She is the type of character that teachers of critical literacy wish to have in their classrooms.
Throughout the entire novel, Violet challenges Titus to open his eyes and be critical of the Feed
and its powerful influence over their lives. She is also concerned with the declining state of
civilization and her death alludes to the idea of the death of natural life. Of Violet, Titus states,
Shes always looking for stuff about the decline of civilization, and everythings a mess, da da
da (184). This statement is extremely similar to the one made previously by Hollindale that

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urges writers to write with pessimistic visions of modern plight. In a world increasingly
consumed by technology, Violet cant sustain the same quality of life without the Feed; her
analytical mind and tenacity is not enough. A poignant passage that highlights Violets viewpoint
on the feed and society comes through a conversation with Titus, she explains,
When you have the feed all your life, youre brought up not to think about things. Like
never telling you that its a republic and not a democracy. Its something that makes me
angry, what people dont know about these days. Because of the feed, were raising a
nation of idiots. Ignorant, self-centered idiots (103)
Because she was older when she had the Feed installed, Violets mind is not as easily influenced
as that of her peers. In addition, having a father who has gone through life obtaining knowledge
via literature, books, and critical analysis of history, Violet was raised to not blindly accept her
surroundings. This type of education, this resistance to conform to what society expects you to
conform to, is the foundation of critical literacy. This is supported by Lewison in the article
Taking on Critical Literacy when she asserts to be critically literate one must, disrupt the
commonplace, interrogate multiple viewpoints, focus on sociopolitical issues, and take action
and promote self-justice (382). Just as readers see Violet questioning the constructs of
government in Andersons fictional dystopia, Anderson is doing the same critique of modern
society through his inclusion of brief excerpts of political propaganda found between chapters.
Andersons outspokenness about the world we live in today is not only interwoven into
his novels, he articulates his concerns explicitly in interviews as well. Of Feed specifically he
was quoted as saying, For democracy to work effectively there must be an educated and
informed electorate. Having this statement in mind, while reading the political passages

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included in between chapters, makes for an interesting interpretation. Specifically there is a

passage that reads, The United States has been instrumental in the overthrow of truly genocidal
dictatorships. We dole out billions of dollars each year in foreign aid. We support failing
economies. We give harbor to many who seek our shores. We are trying to do what is right
(109). What is being described in this excerpt could be clipped from a newspaper article in our
world today. What is troubling about this in both the fictional and actual world, is that it is a
manipulative statement that only presents one side of the story. It is an attempt by the
government to glorify their occupation of overseas territories. If the citizens of our world are not
informed and educated electorates, they will blindly accept our involvement in third world
conflicts. They will fail to see the problematic relationships we have with foreign nations in
need, they will fail to see how we often get involved in global issues only so long as it fits our
agenda. This very argument is one that should be happening in classrooms across our nation.
Students should read biased statements such as this and be presented the other voices of the
conversation by critical literate teachers motivated by their desire to ignite change.
Critical literacy challenges students to begin seeing the everyday in new lenses
(Lewison 386). Furthermore, adolescent novels of ideas such as Andersons Feed invite
conversations that empowers us (teachers) and our students to actively participate in a
democracy and moves literacy beyond text to social action ( Cadiero- Kaplan 378). The themes
that emerge through a close reading of Feed encourage students to question hegemonic
institutions such as school and government. The inclusion of a character like Violet, provides
young adult readers an example of how to use a voice fueled by education and social critique to
rattle the mind of their peers. As Anderson reminds us, Were responsible for a world we dont
understand however- having critical literacy being present in our classrooms, progressive

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teachers that foster intelligent discussions, as well as students that are enthused by the literature
they are reading- we as a nation can come to a better understanding of who we are, how we can
improve, and how we can positively make change in a world that so desperately needs it.

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Works Cited
Anderson, M. T. Feed. Cambridge, MA: Candlewick, 2002. Print.
Cadiero-Kaplan, Karen. "Literacy Ideologies: Critically Engaging the Language Arts
Curriculum." Language Arts 79.5 (2002): 372-81. Print.
Groenke, Susan, Joellen Maples, and Jill Henderson. "Raising "Hot Topics" through Young Adult
Literature." Voices from the Middle 17.4 (2010): 29-36. Print.
Hollindale, Peter. "The Adolescent Novel of Ideas." Children's Literature in Education 26.1 (1995): 8395. Web.
Lewison, Mitzi. "Taking on Critical Literacy: The Journey of Newcomers and Novices." Language
Arts 79.5 (2002): 382-91. Print.