In this article, the author reflects on Frantz Fanon's "historico-racial schema" regarding the Black body and shares a personal teaching journey in English education from China to the United States. The author further builds upon Kevin Leander and Gail Boldt's critique of "A Pedagogy of Multiliteracies" to examine the dimension of body within multiliteracies. The article concludes with discussion about the possibility of implementing critical embodied pedagogies to complement the postmodern pedagogical spaces for English education.