Tell it how it is: Princess & The Hustler in the secondary English classroom

Saleh, Amy

Abstract

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.

• Journal Article Type: Article
• Acceptance Date: Mar 20, 2025
• Online Publication Date: Apr 9, 2025
• Publication Date: 2025
• Deposit Date: Apr 14, 2025
• Publicly Available Date: May 9, 2025
• Journal: English in Education
• Print ISSN: 0425-0494
• Electronic ISSN: 1754-8845
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 59
• Issue: 2
• Pages: 127-144
• DOI: https://doi.org/10.1080/04250494.2025.2483821
• Public URL: https://uwe-repository.worktribe.com/output/14304490
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=reie20; Received: 2024-10-17; Accepted: 2025-03-20; Published: 2025-04-09