A Lesson About the Congo from Daniel Miko-Mikyene

We met Daniel Miko-Mikyene while he was on the job, in the lobby at Fairmont Junior High. After greeting us in French, he walked us through the hallways of lockers and award cases to a small conference room with a whiteboard on the wall and a printer tucked on a tiny counter next to a long conference table. The students’ daily schedule was posted on the walls along with the falcon mascot. And all the while, through the phone calls, bell tones, and intercom announcements, Daniel kindly answered our questions. Perhaps it was the setting, or that he knew we were all students ourselves, but as we spoke to him, Daniel’s answers reflected a desire to educate, rather than dwell on his own story. By the end of the interview, he’d given us a lesson on the Democratic Republic of Congo, colonization, and the politics inherent in language. 

Daniel started his lesson with a comparison, or lack thereof, for context. “We cannot make a comparison between Africa and the United States,” he said. “The United States is a developed country. On the other hand, Congo is a country very rich in minerals. Very, very rich. All cell phones, all computers…  These are Congo materials. But the population is poor. Why? Because of politics.” These “politics” Daniel was referring to was colonialism, and the contemporary consequences thereof. Like many countries in Africa, the borders we know today as the DRC were drawn in the late 19th Century by a European power — Belgium, in this case. In 1885, King Leopold II of Belgium claimed the Congo as his personal property, naming it the “Congo Free State.” For decades, the forces of Belgium drove Congolese into forced labor, demanding harsh quotas for rubber production. This practice and the many crimes it gave rise to are now known as “Red Rubber” atrocities (Viaene 752). 

Daniel spoke about his own familiar connection to these historical abuses. He mentioned that he had grandparents whose arms had been cut off, perhaps due to a refusal to work. Accounts like what Daniel described were, tragically, a well-documented occurrence within the Belgian Congo. According to historian Roger Anstey, one of such cases was documented by a Congolese man named David Engohahe. The testimony reads: “I myself saw a man at Likange who had had both his hands cut off. Sometimes they cut them at the wrist, sometimes farther up… with a machete[…] It was sheer cruelty; the State treated us abominably” (Anstey 72). Though most of us in the room don’t speak French, we all felt the gravity in Daniel’s voice as he made chopping gestures at both of his wrists. While this wasn’t the reason he himself left the DRC, it was crucial to the lesson that we understand the legacy of cruelty that colonialism represents.

However, on the whole, Daniel’s interest in colonialism primarily centered around language, and how it was used as a tool to subjugate. Here, Daniel circled back around to the question of why he was speaking French.“This is where the introduction of the French language began[…] They took some Congolese [and] brought them to Belgium to study[…] It was to bring civilization to the country. In Congo, there was no school. They did not want to embody themselves in Congolese culture.” Here, Daniel was likely referring to the efforts among Belgian missionaries to create a “civilized,” “elite” group of Congolese people to aid their colonization efforts in the country. While Belgian missionaries were taught the various languages of the Congo, people brought from the Congo were taught European languages (Yates 38). 

These efforts continued in the Belgian construction of the Congo’s education system at the time. Those few among the Congolese who had been chosen by Belgium were made to speak French, something the Belgian state considered as a sort of paternalistic gift. And, of course, all of this was done in the interest of generating economic power in the region for Belgium. Historian Angina Ndoma writes, “The language [the Belgians] chose, French, was to be taught only to those Congolese needed in local enterprises. The maintenance of French as the official language in the Congo was a realistic political action predicated on the assumption that Belgian leadership was the prerequisite to rapid economic growth and increased security in the Congo[…] On the other hand, since most nom-European army officers and state officials in the Congo as well as British American missionaries were speakers of English, the generalized use of French was to be instrumental to stop the spread of the English language” (Ndoma 150-151). 

Daniel’s point in bringing in this angle seems to be that language was not just a matter of administration or practicality, but as a deft political tool. “[French] is not our language — it is a language of colonization. Therefore, it is colonization,” he said. 

After the interview, Daniel took to the white board to draw lines along which the Congo is divided, as well as how language divides the Congo the most. With the Congo presenting more than 450 dialects, there are only four official national languages. These include Lingala, Swahili, Kikgongo, and French. French is the official language because it is the language that is mostly spoken in the Congo. It is the language which over the whole Congo can be understood by most everyone. 

Daniel wanted to teach us that the Congo is more divided by language rather than actual border lines. He was able to show us where he was from in the Congo, and how he saw the Congo divide because of the language that was used. 

He spoke Swahili and it was shown on his map that Swahili takes over most of the Southern part of the Congo. [Insert Image] The city Kinshasa is considered their capital,and this is where Swahili is spoken as well. The towns surrounding the capital also show that Swahili is also the most popular language spoken. Which then changes to where French becomes the more spoken language. Which then leads to the center of the Congo where Lingala is starting to be the language that is used the most.  

According to an educational video by Babbel USA, French is the 3rd most spoken language in the world and about 48% of all speakers are from Africa (“How Many People Speak French?”). To Daniel, it was a surprise that we only had about 1 ½ people at the interview that actually understood him. Special thanks to Brandee being able to translate for the interview. As well as Brandon being able to talk about the interview, the parts he did understand. Not being able to understand him in his native tongue was perhaps another reason that refugees have a hard time adjusting to their new “home”. 

Daniel was able to teach us where he thought the borders were based on where he saw language divided. This is part of his experience that is more than just map border and by experience that he had in the Congo. As a group we were able to ask questions on what parts he considered “home” and how French was integrated into the country. As the writers in the project, we thought this was such a personal note that Daniel shared with us. Not understanding French, this was part of the filming where we felt part of the lesson he was giving. Being able to see the rough sketch of the Congo, helped image the kind of borders he saw in everyday life. Which as writer gave us the inside for sight of who Daniel might be. As a teacher and refugee it was greatly appreciated to have a better understanding of his own language. As writers we were interested in the fact that French became the language he uses most, moving to an English-speaking environment. With the conversation we had with Daniel before the interview his English was limited but was enthusiastic about being able to do the interview in French. In his way of teaching more about his homeland; he was able to talk in a native tongue for himself. As writers, it was refreshing to listen to someone in their native tongue and be able to teach us about his experience. For many of us this was our first interview, and to be able to get a new education in a different country from the first person was something that none of us took for granted.

Daniel’s tale unfolds against the backdrop of displacement, identity, and resilience, echoing the struggles of countless others forced to flee their homelands. His journey, like that of many refugees, was not a straightforward voyage from Congo to America, but rather a circuitous route through Cameroon, catalyzed by the intervention of international organizations like the United Nations. As Daniel articulated, the refugee experience encompasses myriad pathways, each fraught with its own set of challenges and uncertainties.

The enormity of the refugee crisis looms large, with millions worldwide uprooted by conflict, persecution, and violence. In recent years, increases in violence have only exacerbated the issue. 2023 saw over 7 million people affected by fighting between the Congolese government and armed groups in the eastern provinces of North Kivu, South Kivu, and Ituri (UNHCR). 

Daniel’s narrative serves as a poignant reminder of the human toll exacted by these crises. “The Congo is at war[…] You will find in Uganda, there are Congolese who are in refugee camps. There [are also refugees] in Tanzania. We have a lot of students who were born in Tanzania, in refugee camps,” Daniel said. Recent statistics underscore the scale of the issue, with thousands of Congolese refugees seeking sanctuary in the United States annually — anywhere from 16.28 thousand arrivals in 2016 to 4.88 thousand in 2021. The fluctuating numbers over the years reflect the evolving nature of the crisis and the corresponding response of resettlement policies.

Touching once again on language as a central theme in Daniel’s story, intricately woven into the fabric of identity and cultural belonging. The imposition of French by Belgian colonizers in Congo eroded indigenous languages, exacerbating communication barriers for refugees like Daniel. His reflections underscore the importance of preserving linguistic diversity and the challenges faced in navigating linguistic landscapes in foreign lands.

Bureaucratic hurdles emerge as yet another obstacle in the refugee journey, as illustrated by Daniel’s accounts of protracted wait times and administrative complexities. “It’s not easy,” Daniel said. “The parents of these children [from Tanzania] — some parents have a total of 30 years in refugee camps.” The slow-paced asylum processes often exacerbate the already precarious situation faced by refugees, underscoring the urgent need for streamlined and responsive policies.

Amidst the adversity, Daniel’s narrative radiates with resilience and fortitude. His unwavering spirit in the face of uncertainty serves as a beacon of hope, underscoring the indomitable human spirit that thrives even in the most adverse conditions. By amplifying refugee voices like Daniel’s, we not only bear witness to their struggles but also lay the groundwork for informed and compassionate policy responses. In exploring Daniel’s lesson, we gain a deeper understanding of the refugee experience, transcending statistics and headlines to confront the lived realities of displacement. His story compels us to reexamine our assumptions and prejudices, fostering empathy and solidarity in our collective response to forced migration.

As we reflect on our collaborative endeavor, we extend our heartfelt gratitude to Daniel for his willingness to share his story with us. His courage and resilience serve as a testament to the resilience of the human spirit, inspiring us to redouble our efforts in advocating for inclusive and equitable policies for refugees worldwide.

 

Works Cited

Anstey, Roger. “The Congo Rubber Atrocities — A Case Study.” African Historical Studies, vol. 4, no. 1, 1971, pp. 59–76. JSTOR, https://doi.org/10.2307/216268. Accessed 21 Apr. 2024.

Ndoma, Ungina. “Belgian Politics and Linguistic Policy in Congolese Schools, 1885 – 1914.” Transafrican Journal of History, vol. 13, 1984, pp. 146–56. JSTOR, http://www.jstor.org/stable/24328493. Accessed 9 Apr. 2024.

Viaene, Vincent. “King Leopold’s Imperialism and the Origins of the Belgian Colonial Party, 1860–1905.” The Journal of Modern History, vol. 80, no. 4, 2008, pp. 741–90. JSTOR, https://doi.org/10.1086/591110. Accessed 21 Apr. 2024.

Yates, Barbara A. “Educating Congolese Abroad: An Historical Note on African Elites.” The International Journal of African Historical Studies, vol. 14, no. 1, 1981, pp. 34–64. JSTOR, https://doi.org/10.2307/218113. Accessed 9 Apr. 2024.

“Democratic Republic of the Congo Refugee Crisis Explained | USA for UNHCR.” Unrefugees.org, 2018, 

“How Many People Speak French? | by the Numbers.” https://www.youtube.com, youtu.be/PkUM3C74ZKA?si=DyApdvzTg8VM5oW5. Accessed 21 Apr. 2024.

“Population and Society in the United States for Refugee Arrivals (Metrics), Congo, Democratic Republic (Country of Nationality): Data and Trends.” USAFacts, usafacts.org/metrics/refugee-arrivals-by-country-of-nationality-congo-democratic-republic/#:~:text=In%202021%20(most%20recent)%20there. Accessed 22 Apr. 2024.