The recent inclusion of texts by a range of Black British writers in GCSE English Literature syllabuses seems an attempt to rectify historical racial inequities in English curricula. In this paper, I argue that curricular change must move beyond diversity and inclusion initiatives towards anti-racist approaches where we "tell it how it is" by engaging in real conversations about race and racism. Using data from a focus group with Key Stage 4 students, I explore how Chinonyerem Odimba's play "Princess & The Hustler" creates space for the development and enactment of racial and critical literacies. Dr Lamar L Johnson's vision of Critical Race English Education and Chávez-Moreno's continuum of racial literacies are the theoretical and pedagogical frameworks which inform my reflexive thematic analysis. Implications and challenges for research and pedagogy are also discussed.