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40-516: For the novel by Ntozake Shange, see Liliane (novel) . Liliane Pronunciation French: [liljan] Gender Female Origin Word/name French Liliane is a given name for women, most often used where French is spoken, a variant of Lillian and Lily . People with this name [ edit ] Liliane Ackermann (1938–2007), French writer of

80-799: A Jewish family Liliane Bettencourt (1922–2017), the second richest person in France Liliane Chappuis (1955–2007), Swiss politician Liliane de Kermadec (1928–2020), French film director and screenwriter Liliane Klein-Lieber (1924–2020), French resistance member Liliane Maury Pasquier (born 1956), Swiss politician Liliane Montevecchi (1932–2018), French actress, dancer, and singer Liliane Nemri , Lebanese actress Liliane Saint-Pierre (born 1948), Belgian singer Leelee Sobieski (born 1983, real name Liliane), American actress External links [ edit ] Liliane at thinkbabynames.com [REDACTED] Name list This page or section lists people that share

120-452: A large number of the low income families in the U.S., many African Americans face the problem of their children being placed in poorly funded public schools. Because poor funding often leads to poor education, getting into college will be more difficult for students. Along with a poor education, these schools often lack resources that can prepare students for college. For instance, schools with poor funding do not have college guidance counselors:

160-497: A mental health facility. For Liliane, a major hurdle is the disappearance of her mother from her life and the breakdown of her nuclear family. As Liliane transitions to adulthood, the pressures from her father to be the ideal Black woman and mate to a powerful Black leader begin to have less of an impact on her life decisions. While the relationships with the women that Liliane formed throughout her early childhood and adolescence remain deeply important to her (and are maintained throughout

200-509: A painter. Initial reviews of Liliane: Resurrection of the Daughter were mostly positive. In her New York Times book review, Valerie Sayers characterized the novel as a work that is "moving and evocative" as well as "dense, ambitious" and "a worthy song". Other reviewers have described the novel as somewhat frustrating. In a Booklist review, Donna Seaman writes of Liliane : "You admire it, learn from it, desire it, and resist it all at

240-408: A sense of self that is fragmented and, at times, deeply conflicted. Once Liliane recognizes that her mother is, in fact, not dead, she is unable to make sense of the fact that her mother would abandon her to pursue a romantic relationship with a white man. The exploration of Female Sexuality is featured heavily in the novel. Despite her father's attempts to instill Liliane with a sense of obligation to

280-470: A stereotype either. Furthermore, many of Du Bois' original texts, including The Talented Tenth , receive feminist criticism for exclusively using the word "man", as if only African American men could seek out a college education. According to these feminists, this acts to perpetuate the persistence of a culture that only encourages or allows men to pursue higher education. To be a part of this "Talented Tenth," an African American must be college educated. This

320-425: A suitable match. As Liliane and her close friends grow older, however, they begin to face significant conflicts within their lives. One of Liliane's close friends, Hyacinthe, begins to have mental health troubles early in her adolescence and depends heavily on her brother, Sawyer Malveaux III for support. When he is unexpectedly shot, however, Hyacinthe's mental condition becomes worse and she eventually enters care in

360-487: Is a qualification that many view as unattainable for many members of the African American community because the percentage of African Americans in college is much lower than the percentage of White people in college. There are multiple explanations for this fact. Some argue that this disparity is the result of government policies. For instance, financial aid for college students in low income families decreased in

400-580: Is a term that designated a leadership class of African Americans in the early 20th century. Although the term was created by white Northern philanthropists, it is primarily associated with W. E. B. Du Bois , who used it as the title of an influential essay, published in 1903. It appeared in The Negro Problem , a collection of essays written by leading African Americans and assembled by Booker T. Washington . The phrase "talented tenth" originated in 1896 among White Northern liberals, specifically

440-467: Is different from Wikidata All set index articles Liliane (novel) The novel opens with a conversation between Liliane and her psychoanalyst. These conversations become regular interval points within and throughout the novel as the story unfolds. Liliane expresses concern about her current situation, professing that she cannot breathe and that she is looking for somebody and it does not matter who, she says, "as long as he won't hurt me". As

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480-559: Is very much emotionally conflicted as a result of her family's past secrets, her desires for herself, and her father's desires for her. Like her mother, Liliane struggles with choosing between honoring herself and the project of Racial Uplift that her father is heavily invested in. Additionally, Liliane is heavily affected by the existential pain of anti-black racism. As a result, Liliane's conversations with her psychoanalyst are often turbulent and disjointed as she struggles to build her sense of self in her transition to adulthood and her growth as

520-759: The American Baptist Home Mission Society , a Christian missionary society strongly supported by John D. Rockefeller . They had the goal of establishing Black colleges in the South to train Black teachers and elites. In 1903, W.E.B. Du Bois wrote The Talented Tenth; Theodore Roosevelt was president of the United States and industrialization was skyrocketing. Du Bois thought it was a good time for African Americans to advance their positions in society. The "Talented Tenth" refers to

560-486: The Talented Tenth . Liliane's father, a prominent Black judge, is highly invested in maintaining the image of his family as a part of that leadership elite. However, Liliane's contact and social relations with Black individuals who are outside of her own class seemingly problematizes this philosophical project to a certain extent. The broken relationship between Liliane and her mother, Sunday "S." Bliss operates in

600-433: The "Guiding Hundredth" would be open to mending the problems other minority groups were encountering as well. Moreover, Du Bois revised this theory to stress the importance of morality. He wanted the people leading these communities to have values synonymous with altruism and selflessness. Thus, when it came to who would be leading these communities, Du Bois placed morality above education. The "Guiding Hundredth" challenged

640-415: The "Talented Tenth" and the responsibilities assigned to it by Du Bois have been received both positively and negatively by contemporary critics. Positively, some argue that current generations of college-educated African Americans abide by Du Bois' prescriptions by sacrificing their personal interests to lead and better their communities. This, in turn, leads to an "uplift" of those in the Black community. On

680-562: The "Talented Tenth" have changed since Du Bois was alive. One author writes, "The potential Talented Tenth of today is a 'me generation,' not the 'we generation' of the past." That is, the Talented Tenth of today focuses more on its own interests as opposed to the general interests of its racial community. Advocates of Du Bois' ideals believe that African Americans have lost sight of the importance of uplifting their communities. Rather, they have pursued their own interests and now dwell in

720-413: The 1980s because problems regarding monetary inequality began to be perceived as problems of the past. A lack of financial aid can deter or disable one from pursuing higher education. Thus, since Black and African-American families make up about 2.9 million of the low income families in the U.S., members of the Black community surely encounter this problem. Moreover, because African Americans make up such

760-479: The African American community meant many things for Du Bois. For one, he believed that the "Talented Tenth" should seek to acquire elite roles in politics. By doing so, Black communities could have representation in government. Representation in government would allow these college educated African Americans to take "racial action." That is, Du Bois believed that segregation was a problem that needed to be dealt with, and having African Americans in politics would start

800-500: The Black community needed a classical education to reach their full potential, rather than the industrial education promoted by the Atlanta Compromise , endorsed by Booker T. Washington and some White philanthropists. He saw classical education as the pathway to bettering the Black community and as a basis for what, in the 20th century, would be known as public intellectuals : Men we shall have only as we make manhood

840-758: The Mass away from the contamination and death of the Worst. Later in Dusk of Dawn , a collection of his writings, Du Bois redefines this notion, acknowledging contributions by other men. He writes that "my own panacea of an earlier day was a flight of class from mass through the development of the Talented Tenth; but the power of this aristocracy of talent was to lie in its knowledge and character, not in its wealth." Du Bois believed that college educated African Americans should set their personal interests aside and use their education to better their communities. Using education to better

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880-508: The effects of racial discrimination. In contrast, those not in favor of Du Bois' prescriptions believe that African Americans have the right to pursue their own interests. Feminist critics specifically, and critics of Du Bois in general, tend to believe that marginalized groups are often "put in boxes" and are expected to either remain within those constructs or abide by their stereotypes. These critics believe that what an African American decides to do with their college education should not become

920-411: The fruits of their "financial gain and strivings." Although the percentage of college-educated African Americans has gone up, it is still far less than the percentage of college-educated White Americans. Therefore, these advocates believe that modern-day members of the "Talented Tenth" should still bear responsibility to use their education to help the African American community, which continues to suffer

960-426: The idea that a plan for political action would need to be evident in order to continue to speak to large populations of black people. In Du Bois' view, black people's ability to express themselves in politics was the epitome of black cultural expression. To gain emancipation was to separate Black and White. The cultures could not combine as a way to avoid and protect the spirit of "the universal black." The concept of

1000-455: The least to lose that we should look to for our steadfast, dependable and uncompromising leadership." Du Bois writes in his Talented Tenth essay that The Negro race, like all races, is going to be saved by its exceptional men. The problem of education, then, among Negroes must first of all deal with the Talented Tenth; it is the problem of developing the Best of this race that they may guide

1040-403: The mainstream business world. In 1948, Du Bois revised his "Talented Tenth" thesis into the "Guiding Hundredth". This revision was an attempt to democratize the thesis by forming alliances and friendships with other minority groups that also sought to better their conditions in society. Whereas the "Talented Tenth" only pointed out problems that African Americans were facing in their communities,

1080-433: The narrating character's interactions with Liliane, usually providing illumination of the conversations Liliane has with her psychoanalyst that are featured prior to the chapter. Because of the multiplicity of narrators throughout the novel, the reader is often forced to make a decision about which narrator to believe. This unique episodic structure allows for the novel to cover a wide range in time periods. A central theme in

1120-558: The novel as a point of deep internal conflict in Liliane's life. Early on in Liliane's life, Sunday Bliss serves as a role model to Liliane, however, after Sunday "S." Bliss has an affair and marries a white man, Liliane's father, ashamed of his wife's choice to pursue her own happiness over the project of racial uplift, lies to Liliane telling her that her mother is dead. Unable to reconcile her adoration of her mother with her mother's sudden and unexplained absence in her life, Liliane develops

1160-494: The novel concerns the project of Racial Uplift within the African-American and Black community. Liliane's social standing within an upper middle class prominent Black family seemingly conforms to the model of racial uplift promoted by figures such as W. E. B. Du Bois , who advocated for the instruction of Liberal Arts education to Black people in the United States in order to create a leadership elite often referred to as

1200-586: The novel continues, Liliane's character is developed through the lens of those around her with whom she is close. The reader learns that Liliane grew up within a wealthy and prominent Black family that was part of the Talented tenth . Liliane's father pushes her to pursue a husband who will "'...have the backbone to fight for what's never happened, or for dreams.'" These comments lead Liliane to eventually leave her first boyfriend, Danny, and pursue another man, named Granville, who better conforms to her father's ideal of

1240-482: The novel), Liliane begins to make romantic, sexual, and platonic connections with men and women from all walks of life. The desires of her father, and the mysterious disappearance of her mother, however, are never far from her mind. The novel's form is seemingly unique as it is divided into chapters narrated by important persons in Liliane's life and conversations between Liliane and her psychoanalyst that occur in between each chapter. These chapters feature anecdotes about

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1280-700: The object of the work of the schools — intelligence, broad sympathy, knowledge of the world that was and is, and of the relation of men to it — this is the curriculum of that Higher Education which must underlie true life. On this foundation we may build bread winning, the skill of hand and quickness of brain, with never a fear lest the child and man mistake the means of living for the object of life. In his later life, Du Bois came to believe that leadership could arise on many levels, and grassroots efforts were also important to social change. His stepson David Du Bois tried to publicize those views, writing in 1972: "Dr. Du Bois' conviction that it's those who suffered most and have

1320-422: The one in ten Black men that have cultivated the ability to become leaders of the Black community by acquiring a college education, writing books, and becoming directly involved in social change . In The Talented Tenth, Du Bois argues that these college educated African American men should sacrifice their personal interests and use their education to lead and better the Black community. He strongly believed that

1360-414: The other hand, some argue that current generations of college educated African Americans should not abide by Du Bois' prescriptions, and should indeed pursue their own private interest. That is, they believe that college-educated African Americans are not responsible for bettering their communities, whereas Du Bois thinks that they are. Advocates of Du Bois' prescriptions explain that key characteristics of

1400-448: The process of dealing with that problem. Moving on, he also believed that an education would allow one to pursue business endeavors that would better the economic welfare of Black communities. According to Du Bois, success in business would not only better the economic welfare of Black communities, it would also encourage White people to see Black people as more equal to them, and thus encourage integration and allow African Americans to enter

1440-403: The project of Racial Uplift, and his encouragement of Liliane to become the wife of someone who has the potential to be a powerful leader in the Black community, Liliane's romantic and sexual relationships are varied, diverse, and bridge interpersonal gaps of both class and race throughout the novel. The novel portrays Liliane as a decisive agent in the context of her sexual relationships. Liliane

1480-403: The proposition that the salvation of African Americans should be left to a select few. It reimagined the concept of black leadership from "The Talented Tenth" by combining racial, cultural, political, and economic ideologies. Without much success, Du Bois tried to keep the idea of education around. Taking on a new approach of education being a gateway to new opportunities for all people. However, it

1520-441: The same given name . If an internal link led you here, you may wish to change that link to point directly to the intended article. Retrieved from " https://en.wikipedia.org/w/index.php?title=Liliane&oldid=1242207088 " Categories : Given names Feminine given names French feminine given names Hidden categories: Pages with French IPA Articles with short description Short description

1560-524: The same time." While little critical scholarship of Liliane exists, Ntozake Shange has spoken about the novel in interviews that have been featured in literary journals, including an interview published in Black American Literature Forum , in which Shange remarks of Liliane's character as a woman who, "goes all over the world, and all over the world she is confronted with sexism". Talented tenth The talented tenth

1600-543: Was viewed as a step in the wrong direction, a threat of reverting to the old ways of thinking, and continued to promote elitism. This revision while also being an attempt at democratization of the original thesis, was also Du Bois' attempt at creating a program for African Americans to follow after the war, a way to strengthen their "ideological conscience." Du Bois emphasized forming alliances with other minority groups because it helped promote equality among all blacks. Both "The Talented Tenth" and "The Guiding Hundredth" exhibit

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