Interview 7, Far South Coast NSW
National Surf Reserves
<a href='http://vocabulary.curriculum.edu.au/scot/2306' target='_blank'>Coastal management</a>
<a href='http://vocabulary.curriculum.edu.au/scot/3923' target='_blank'>Coastal settlement</a>
<a href='http://vocabulary.curriculum.edu.au/scot/4309' target='_blank'>Conservation (Environment)</a>
<a href='http://vocabulary.curriculum.edu.au/scot/4676' target='_blank'>Conservation (Heritage)</a>
<a href='http://vocabulary.curriculum.edu.au/scot/1479' target='_blank'>Surf lifesaving</a>
<a href='http://vocabulary.curriculum.edu.au/scot/8943' target='_blank'>Surfing</a>
<a href='http://vocabulary.curriculum.edu.au/scot/9670' target='_blank'>Fishing</a>
<a href='http://vocabulary.curriculum.edu.au/scot/1455' target='_blank'>Fishing industry</a>
<a href='http://vocabulary.curriculum.edu.au/scot/3922' target='_blank'>Marine protected areas</a>
<a href='http://vocabulary.curriculum.edu.au/scot/273' target='_blank'>Social values</a>
<a href='http://vocabulary.curriculum.edu.au/scot/4691' target='_blank'>Subcultures</a>
<a href='http://vocabulary.curriculum.edu.au/scot/4979' target='_blank'>Mental illness</a>
<a href='http://vocabulary.curriculum.edu.au/scot/264' target='_blank'>Communities</a>
Dhanggatti / Daingatti / Dunghutti people
<a href='http://vocabulary.curriculum.edu.au/scot/620' target='_blank'>Natural medicine</a>
<a href='http://vocabulary.curriculum.edu.au/scot/11554' target='_blank'>Spiritual health</a>
<a href='http://vocabulary.curriculum.edu.au/scot/589' target='_blank'>Activism</a>
The interviewee has lived on the coast all his life, and for five generations in Moreton Bay (Queensland). He has also spent thirty-five years engaging with all levels of government and coastal communities about environmental conservation and protection.
In terms of valuing the coast, he discusses the medicinal, therapeutic, and spiritual aspects of beaches, referring to them as a place of reflection. He also reflects on the beach as a place of love, romance, and emotive experiences, often referring to the 1981 Australian surfing movie Puberty Blues – and the accessibility of beaches to all walks of life.
He talks about the changes in perceptions and cultures related to the beach. For example, a ‘surfer’ includes anyone who engages in the surf zone, not just those with surfboards. He discusses the beginning of the surf club movement in the 1900s and how surfing was popularised by America in the 1950s; the changing culture and perception of surfers as irresponsible types to political advocates – now active in Surf Councils and National Surf Reserves. He also describes the role of National Surf Reserves in conservation and preservation, and refers to Crescent Head and the Dunghutti Aboriginal peoples.
While the interviewee agrees with no-take zones, the idea or need for fishing licences offend him. He talks about different types of fisherman and the need for governments to be aware of the different user groups, communicating and educating accordingly.
He also discusses communities and their strong sense of ownership over their beaches and subsequent management. He thinks that the government’s biggest challenge is in their approach to community liaison and stakeholder engagement. When governments interfere it impacts peoples’ spiritual and social connections, and their experiences become diminished. He worries about community capacity to change the way governments act towards them.
He has a deep understanding of subcultures and discusses the differences between surf lifesavers ('clubbies') and surfers ('hard core'). He often refers to the ‘bromance’ that exists in male surf culture – a connectedness between males and a way for blokes to find a space away from other things in their lives. Reflecting on his work with Suicide Prevention Australia and Australian Men’s Shed Association (mental health initiatives), he talks about male culture in general, the way that men connect and bond through activities, and the power for these activities to cross cultural boundaries. He also makes a clear distinction between surfer and fisherman communities, noting that when the surf is bad a surfer will go home rather than participate in another beach activity. Similarly, a fisherman will do the same.
He recognises the balance between economic stimulus and protection of headlands, and having worked as a federal government advisor, environmental advocate, and lobbyist, feels frustrated and ‘burned out’ when it comes to ever-changing government agendas at the expense of the environment (e.g. coal export terminals in the Great Barrier Reef).
Finally, when asked about the allowance of fishing off beaches and headlands in sanctuary zones he comments about the waste he has personally observed on commercial fishing boats and trawlers.
Michelle Voyer
University of Technology, Sydney
2011-03-01 - 2012-07-31
Copyright University of Technology, Sydney
English
Interview 5, Far South Coast NSW
<a href='http://vocabulary.curriculum.edu.au/scot/8943' target='_blank'>Surfing</a>
<a href='http://vocabulary.curriculum.edu.au/scot/3922' target='_blank'>Marine protected areas</a>
<a href='http://vocabulary.curriculum.edu.au/scot/273' target='_blank'>Social values</a>
<a href='http://vocabulary.curriculum.edu.au/scot/973' target='_blank'>Water quality</a>
<a href='http://vocabulary.curriculum.edu.au/scot/8115' target='_blank'>Noise pollution</a>
The interviewee retired to the far south coast in 2003. He recalls visiting the area in the 1960s during school holidays with his brother, learning to surf together. He enjoys the beach, running on the beach, surfing, the hinterland, and community. One of his hobbies is photography, including aerial photography of the coastline.
The interviewee has extensive experience in environmental, conservation and government organisations, having worked nationally in National Parks and Environment. He is a supporter of marine parks and thinks that sanctuary zones should be enforced (i.e. exemptions not allowed) in order to give fish stocks a chance to build up. He would like to see the continuation of sanctuary zones.
Although surfing is a solo activity, he likes the social aspect of going down to the beach, assessing surf conditions before going out to surf. He talks about the beautiful views of land from the ocean, and the way in which surfing educates you about the weather and tides.
He reflects on the lack of major development as a reason for good water quality in the region, and finds the greatest irritant to be recreational jet skiers due to the noise and smell (fumes) of the craft. He would like to see restrictions on jet ski activities.
Michelle Voyer
University of Technology, Sydney
2011-03-01 - 2012-07-31
Copyright University of Technology, Sydney
English
Interview 2, Far South Coast NSW
<a href='http://vocabulary.curriculum.edu.au/scot/8943' target='_blank'>Surfing</a>
<a href='http://vocabulary.curriculum.edu.au/scot/3922' target='_blank'>Marine protected areas</a>
<a href='http://vocabulary.curriculum.edu.au/scot/1588' target='_blank'>Urban planning</a>
<a href='http://vocabulary.curriculum.edu.au/scot/2306' target='_blank'>Coastal management</a>
<a href='http://vocabulary.curriculum.edu.au/scot/8115' target='_blank'>Noise pollution</a>
<a href='http://vocabulary.curriculum.edu.au/scot/7384' target='_blank'>Public land</a>
<a href='http://vocabulary.curriculum.edu.au/scot/3693' target='_blank'>Water pollution</a>
<a href='http://vocabulary.curriculum.edu.au/scot/2989' target='_blank'>National parks</a>
<a href='http://vocabulary.curriculum.edu.au/scot/5397' target='_blank'>Erosion</a>
<a href='http://vocabulary.curriculum.edu.au/scot/3922' target='_blank'>Marine parks</a>
<a href='http://id.loc.gov/authorities/subjects/sh85077671' target='_blank'>Litter (Trash)</a>
<a href='http://vocabulary.curriculum.edu.au/scot/2650' target='_blank'>Fishing boats</a>
<a href='http://vocabulary.curriculum.edu.au/scot/2305' target='_blank'>Beaches</a>
<a href='http://vocabulary.curriculum.edu.au/scot/5862' target='_blank'>Estuaries</a>
<a href='http://vocabulary.curriculum.edu.au/scot/5435' target='_blank'>Oceanography</a>
<a href='http://vocabulary.curriculum.edu.au/scot/9778' target='_blank'>Geology</a>
<a href='http://vocabulary.curriculum.edu.au/scot/15400' target='_blank'>Seawalls</a>
<a href='http://vocabulary.curriculum.edu.au/scot/2306' target='_blank'>Coastal zones</a>
<a href='http://vocabulary.curriculum.edu.au/scot/3923' target='_blank'>Coastal settlement</a>
<a href='http://vocabulary.curriculum.edu.au/scot/2306' target='_blank'>Coastal landforms</a>
<a href='http://vocabulary.curriculum.edu.au/scot/1296' target='_blank'>Marine ecosystems</a>
<a href='http://vocabulary.curriculum.edu.au/scot/8189' target='_blank'>Sea level</a>
<a href='http://vocabulary.curriculum.edu.au/scot/5531' target='_blank'>Tourism</a>
<a href='http://vocabulary.curriculum.edu.au/scot/9631' target='_blank'>Scientific observation</a>
<a href='http://vocabulary.curriculum.edu.au/scot/13735' target='_blank'>Surveying (Geography)</a>
<a href='http://id.loc.gov/authorities/subjects/sh2002006576' target='_blank'>Research</a>
<a href='http://vocabulary.curriculum.edu.au/scot/5854' target='_blank'>Predictions (Science)</a>
<a href='http://vocabulary.curriculum.edu.au/scot/4319' target='_blank'>Environmental awareness</a>
<a href='http://vocabulary.curriculum.edu.au/scot/4319' target='_blank'>Environmental responsibility</a>
<a href='http://vocabulary.curriculum.edu.au/scot/4319' target='_blank'>Environmental stewardship</a>
<a href='http://vocabulary.curriculum.edu.au/scot/909' target='_blank'>Environmental pollution</a>
<a href='http://vocabulary.curriculum.edu.au/scot/16031' target='_blank'>Environmental scientists</a>
<a href='http://vocabulary.curriculum.edu.au/scot/5491' target='_blank'>Environmental change</a>
<a href='http://vocabulary.curriculum.edu.au/scot/2459' target='_blank'>Environmental risk management</a>
<a href='http://vocabulary.curriculum.edu.au/scot/2079' target='_blank'>Environmental hazards</a>
<a href='http://vocabulary.curriculum.edu.au/scot/2459' target='_blank'>Environmental policy</a>
<a href='http://vocabulary.curriculum.edu.au/scot/4309' target='_blank'>Environmental conservation</a>
<a href='http://vocabulary.curriculum.edu.au/scot/1843' target='_blank'>Intangible assets</a>
The interviewee, in semi-retirement, moved from Sydney’s coast to Moruya on the far south coast to remain by the sea. He has fond memories of growing up on Sydney’s coast, learning to swim at beaches, in rock pools, and learning to surf.
He has an intimate knowledge of coastal dynamics from his experience as a surfer, and postgraduate research in coastal dynamics and processes. He loves surfing for its relaxation and its physical challenges. He reflects on what he has learned from surfing, being able to read the ocean, waves, tides and winds. Being a surfer has given him an intimate understanding of the environment, informing his research on coastal processes such as wave and rip modelling.
The interviewee accepts the inevitability of coastal development, and suggests that it is possible to move forward as long as communities are kept out of hazardous areas that are prone to floods and erosion. Environmental processes need to be understood. For example, in New South Wales, headlands are left undeveloped, and houses are hidden behind foredunes. Coastal development should be ‘nodalised’ near services, not spread along the coast. A reference is made to the NSW Coastal Policy.
He surveys local beaches once a month, and notes the environmental impact (generally) of visitors from Canberra, and weekenders. Jet skis used for recreation are a pest, creating noise and air pollution, but are also useful for research and rescue purposes. He comments positively about marine park exemptions that allow fishing off shores and rocks, and feels the controls are sufficient with bag and size limits in place. He notes more people fish from boats, but overall there is a small population of fishers.
The interviewee is concerned that while local government recognise the value of coast to the local community, state and federal government do not. In order to respond to issues such as rising sea levels, funding is required at that level in order to sustain coastal management into the future.
Michelle Voyer
University of Technology, Sydney
2011-03-01 - 2012-07-31
Copyright University of Technology, Sydney
English