In 1954, Belgian authorities in the Congo shifted their educational policies to favor French-medium instruction over Flemish or local languages. This decision aimed to unify administration and promote a cohesive colonial identity, despite missionary preferences for vernacular languages. The emphasis on French education had lasting implications for language and cultural dynamics in the Congo, influencing post-colonial identity and governance.

The Belgian preference for French in Congo education in 1954 profoundly shaped Congolese francophone poetry, enabling writers like Léopold Sédar Senghor to engage with global audiences. This linguistic dynamic allowed poets to critique colonialism while exploring themes of identity and cultural hybridity in their works.