This paper explores the ways in which socio-cultural and political identities are constructed and negotiated in the contemporary teacher education programs. It argues that the postmodern condition has had a profound impact on the way we understand and experience culture, making it more difficult to define one's socio-cultural and political identities. By using Intersectionality as an analytic framework, the paper begins by discussing the concept of socio-cultural identity and identity politics. It argues that socio-cultural identity is a dynamic and fluid construct that is constantly being negotiated and reshaped. The paper then examines the impact of postmodern condition on socio-cultural identity formation. It argues that information revolution have made it possible for people to connect with others from different cultures and backgrounds, which has led to a blurring of cultural boundaries. The paper then turns to the implications of these changes for teacher education. It argues that art educators need to be aware of the ways in which new media and information technologies are shaping socio-cultural identities. They need to create learning environments that allow students to explore and express their own socio-cultural identities. The paper concludes by discussing the ways in which critical perspectives and practices can be used to negotiate artistic and pedagogical identities in the context of changing socio-cultural identities. It argues that post-foundational critical perspectives can help students to critically examine the ways in which their own identities are shaped by culture.