In her well known keynote address at the Responsibilities for Literacies Conference, Mary Louise Pratt defined "contact zones" as "social spaces where cultures meet, clash, and grapple with each other, often in contexts of highly asymmetrical relations of power." Pratt's view of a contact zone hints at the fact, but does not make explicit, that this zone also represents a physical space in which teachers and students meet. In her 2001 dissertation "Teaching the Student Body: Towards an Embodied Pedagogy," Tina Kazan pointed out that we have very seldom articulated the ways in which the classroom is a physical, phenomenological, and ethical space. It is nearly impossible to acknowledge our bodies and our connectedness as teachers, students, and texts in the context of a dualistic culture that forcefully denigrates the body, making it embarrassing, uncomfortable, and "icky" to discuss. However, we have to figure out how to do just this. This article argues that it is not only possible to expand our notion of contact to include an understanding of both ethical and phenomenological relationships, but it is imperative that we do so in order to renew and extend our approach to critical multiculturalism. This article also discusses the ways in which we can acknowledge the bodies in the text and the bodies in the classroom without also introducing a sense of heightened visibility that immobilizes students, teachers, and discussion.