In recent years feminist rhetoricians from Communication Studies and English have urged scholars from these fields to keep apace with the developments in both transnational studies and transnationa...

ABSTRACT Recently, scholars have explored the empowering potential of epistemic privilege, a concept that refers to knowledge acquired through oppression as a privilege. Advancing these conversations, this article considers epistemic privilege as a rhetorical strategy. To explore the strategy’s potential and limits, this article turns to public letters exchanged between suffragists Elizabeth Cady Stanton and Harriot Stanton Blatch, in which the mother–daughter pair deliberated over the voting rights of the immigrant and working classes. Through this case study, this article finds that a rhetoric of epistemic privilege can work to empower multiple oppressed groups and yet reify power relationships.

Recently, rhetorical scholars have paid closer attention to how the politics of inclusion function in social movements and counterpublics. While these studies demonstrate how movement constituencies worked together as coalitions and alliances, they have yet to address how one group overcomes its resistance to another. To address this gap, this study turns to the rhetoric of Harriot Stanton Blatch. In the early twentieth century, Stanton Blatch successfully forged alliances between elite and working class suffragists. Yet, during the 1890s, Stanton Blatch’s appeals centered on persuading elite women to include working class women in the suffrage movement. Thus, this essay argues that Stanton Blatch advanced a rhetoric of inclusion that made visible, resisted, and rearticulated class difference toward more inclusive suffrage constituencies. This study finds that, through the process of redrawing boundaries of inclusion, a rhetor must confront the persistent and uneasy tension between inclusion and exclusion.