Dr Chana Teeger

Dr Chana Teeger

Assistant Professor

Department of Methodology

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Key Expertise
Inequality, Qualitative research methods, South Africa

About me

"At its core, my research [into how young people in South Africa learn about the country's apartheid past and think about race and inequality in the present] grapples with the question of how people understand the causes of—and potential remedies for—inequality."
- Dr Chana Teeger reflects on the key interest in her current research as part of our 30th Anniversary celebrations. Read the full close-up with Methodology faculty.

Chana Teeger is an Assistant Professor in the Department of Methodology and a Faculty Associate of the International Inequalities Institute. She completed her PhD in Sociology at Harvard University in 2013. Prior to joining the LSE in 2016, she held a postdoctoral fellowship in the Sociology Department at the University of Johannesburg.

Research Interests

Chana’s research broadly examines how individuals understand inequality. She is currently working on a book manuscript that documents the effects of high school history education on young people’s understandings of the causes of, and potential remedies for, racial inequality in contemporary South Africa.

In a second research project, still in its data collection stages, she is working with Elisa Reis (Federal University of Rio de Janeiro) and Graziella Silva (Graduate Institute, Geneva) on a cross national study of elite perceptions of poverty and inequality in the global South.


López, M., Moraes Silva, G., Marques, P. and Teeger, C., 2020. “Economic and Cultural Determinants of Elite Attitudes Towards Redistribution” Socio-Economic Review. doi: 10.1093/ser/mwaa01

Vinitzky-Seroussi, V. and Teeger, C., 2019. “Silence and Collective Memory” pp. 661-672 in Wayne H. Brekhaus and Gabe Ignatow (Eds.) Oxford Handbook of Cognitive Sociology. New York: Oxford University Press.

Teeger, C., 2018. “Transformation as a Matter of State Rather than Degree: Thinking Beyond School Desegregation,” pp. 523-540 in Rob Pattman and Ronelle Carolissen (Eds.) Transforming Transformation in Research and Teaching at South African Universities. Stellenbosch: SUN Press.

Teeger, C., 2015. “‘Both Sides of the Story’: History Education in Post-Apartheid South Africa.” American Sociological Review 88(6): 1175-1200.

Teeger, C., 2015. “Ruptures in the Rainbow Nation: How Desegregated South African Schools Deal with Interpersonal and Structural Racism.” Sociology of Education 88(3): 226-243.

Teeger, C., 2014. “Collective Memory and Collective Fear: How South Africans Use the Past to Explain Crime.” Qualitative Sociology 37(1): 69-92.

Vinitzky-Seroussi, V. and Teeger, C., 2010. “Unpacking the Unspoken: Silence in Collective Memory and Forgetting.” Social Forces 88(3): 1103-1122.

Vinitzky-Seroussi, V., and Teeger, C., 2007. “Controlling for Consensus: Commemorating Apartheid in South Africa.” Symbolic Interaction 30(1): 57-78.

My research