In this case study, I critically evaluate a research project that aimed to understand and disrupt processes of pathologization and exclusion experienced by young Black women within an inner-London 16-19 college. I detail the emergence of this project, its format, and its methods with reference to two epistemological traditions: Black feminist epistemology and feminist emancipatory praxis. I then present some of the key problems in the research model trialed within this particular project, with emphasis on the challenges, and paradoxes, of a White, middle-class teacher-researcher developing a student-centered emancipatory research praxis with Black, working-class girls. I consider the researcher-researched relationship, methods such as interviews and participant observation, ethics, and the notion of "consent." In all this, I present the case for this research project needing a change of design, which I ultimately invite the reader to imagine. [This content is provided in the format of an e-book.]