This paper examines the enduring legacy of colonialism in the fields of linguistics and literature, proposing transformative strategies for decolonization within the university and wider society. Drawing on postcolonial theory, decolonial thought, and critical pedagogy, the present study critiques the dominance of Eurocentric literary canons and colonial languages, such as English and French—a dominance that has marginalized indigenous knowledge systems and facilitated the perpetuation of epistemic violence. Through an analysis of historical contexts, this research demonstrates how colonialism has shaped linguistic hierarchies, established dominant literary canons, and reinforced cultural hegemony, thereby exacerbating global inequalities in knowledge production. The article further identifies key decolonial strategies, including: diversifying curricula to center marginalized voices; promoting multilingualism through initiatives such as the revitalization of the Māori language in New Zealand; and reforming pedagogical approaches by employing the critical pedagogy of Paulo Freire (2007). Case studies such as the #RhodesMustFall movement in South Africa, decolonial research in Latin America, and indigenous language programs reveal both the potential and the challenges inherent in these strategies. Despite the progress achieved, the paper addresses persistent obstacles, including structural institutional resistance, tokenistic implementation, and the tension between global academic standards and local cultural specificities. Ultimately, this research argues that decolonization within linguistic and literary studies is essential for achieving epistemic justice and cultural equity. The article calls for structural reforms within universities, including the diversification of faculty, a critical revision of curricular content, and active collaboration with marginalized communities to dismantle enduring colonial frameworks. By centering indigenous knowledge systems and amplifying silenced narratives, this study emphasizes the necessity of a fundamental transformation toward inclusivity, social justice, and epistemic plurality within academic and societal spheres.