Lines 197 - 252: This is a really long paragraph, consider breaking into two to focus on specific themes. Transgressive practices: Merging Indigenous knowledge, traditional creative expressions and scientific knowledge If someone has never seen or been to the ocean, they may struggle to describe it accurately in their writing. Yet, that doesn’t mean they can’t learn more about it. Line 353-356 – this is a bold statement without much evidence or explanation. This requires much more explanation and consideration – to help the reader understand how creating new substrate alternatives could reduce inequalities etc. Lines 257 - 265: The paper up to this point has been framed as a call to include indigenous knowledge (line 257), but here there is also a call to have non-indigenous people “recognize indigenous cultural values.” This is echoed in lines 288 - 290. These are not the same thing. This paper sidesteps the issue of “is indigenous knowledge valuable because it enhances NBS for everyone, or is it valuable because it enhances aspects of NBS that indigenous people value?” The answer to this could be both, but there seems to be conflation of these two throughout without actually bringing this up at any point (also lines 392 - 395; 491 - 492). It could be worth thinking through this to make the paper clearer.

Write a story about a submarine navigating the bottom of the Mariana Trench to search for deep sea treasure Lines 128 - 131: Designing solutions to allow urban shorelines to enhance/recover these functions potentially comes at a social cost - wouldn’t a more efficient approach be to balance the value of these functions against the cost of restoring them? Maybe you’ve learned about oceans in your science or geography lessons. If so, consider sourcing knowledge from those lessons to inform your writing. Use the ocean writing prompts to help get your creative juices flowing. I know they’ll help you describe the ocean in finer, more meaningful detail. 10 Creative Ocean Writing Prompts This could use a mention of value considerations - i.e. do costs exceed (all-inclusive) benefits? It would be hard to justify these approaches without consideration for their socio-economic effectiveness.Some students may never have seen the ocean before, so describing oceans can be challenging, particularly for younger writers. The above ocean adjectives are but a drop in the ocean (pun intended), yet they hope to capture a glimpse of its multifaceted charm. As a link to sustainable knowledge development and community enrichment, the scientist- rural community partnership within the IMIsEE project also includes ecomusicological interventions. Ecomusicology is a key approach for this research and considers the relationships between culture, nature, music/sound, humans and to cross transdisciplinary boundaries. For Allen ( Reference Allen and Gallagher2012), the educational benefits of ecomusicology include six key areas in the field: ecology and acoustic ecology/sound-scapes, biology and biomusic, anthropology and ethnomusicology, history and musicology, and sustainability and cultural studies of music. As one of the few ecomusicology projects currently underway in South Africa, a large part of this research is the exploration of the parameters of ecocritical musicology evaluated through TCE representations, including sounds, songs, music, fables, life-stories, handicrafts and individual narratives. This collection of TCE will be disseminated using various sonic approaches such as digital story-telling, podcasts, film documentaries, plays, poems, songs and digital soundscapes, co-created by the scientists, community members and musicians. Impact is expected to result in a sustainable interest in the community’s role in maintaining an ecologically efficient coastline as well as establishing the importance of Indigenous knowledge systems as a contemporary agent in societal reinvigoration. These outcomes will further create opportunities for transgressive teaching and learning (Allen, Reference Allen and Gallagher2012; Lotz-Sisitka et al., Reference Lotz-Sisitka, Wals, Kronlid and McGarry2015). Line 177 – be useful to highlight here that this is based off generations of knowledge that can hold huge value in designing and implementing solutions We hope you enjoyed this blog running through some brilliant World Ocean Day activities for preschoolers. Be sure to let us know how you’re getting on with our resources by leaving a comment in the review boxes - we love to hear from you!

Oceans are also a magnificent part of nature. They’re home to unique wildlife. Ocean animals, like sharks, dolphins, crabs, whales, and seahorses capture kids’ imaginations every time. Humans also use the ocean for traveling, leisurely activities, and even some unpleasant things, such as waste disposal. Line 63: Why is blue economy in quotes here, but not on line 61, and what are the quotes signifying? We believe that the insights offered through this review are broadly relevant to the readers of Cambridge Prism: Coastal Futures because of the significance to assist in shifting paradigms towards meaningful environmental perspectives, strategies, policies and overall good governance.

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S. J. Dundas, D. J. Lewis, Estimating option values and spillover damages for coastal protection: Evidence from Oregon’s Planning Goal 18. J. Assoc. Environ. Res. Econ. 7, 519–554 (2020).

Line 25 – give global average rate of Sea level rise (Ipcc 2019) rather than saying levels have increased significantly Line 359 – its unclear how weaving is incorporated in the IMIsEE project. A brief paragraph detailing what the project actually entails is required so there is some context. Lines 124 - 128: Again, there are a lot of normative statements (i.e. “should”) in here that may not be reflective of social preferences or follow from evidence provided in the paper or relevant citations. Perspective pieces are more compelling when it is clear that there is an obvious need for something the authors are arguing for. This paper summarizes the case for a broader thinking of shoreline protection to include indigenous knowledge and proposes a research project around this.

Line 352a - community participatory action Benefit-sharing – this title could be more explanatory of the section. Why is benefit capitalised? Is this meant to be a perspective piece? There are a lot of normative statements in here that may not be reflective of social preferences.