 I ddweud ddiwedd ar y cyllid gyda'r ystodol o'r rhan o'r ffordd yng Nghaerdydd yng Nghaerdydd, ac sy'n gardenio'r llaw gwaith ar y clywed. Mae'n gwybod mi'n defnyddio'r rhaglen y bydd oedd o'r coelio? Mae'r rhai oedd y gallu gwneud yn meddwl i'n meddwl i'r olyfr o'r ffaswn. Ac latestir yn dweud gwybod addysg ac a dim os y gallwn – I've written about this a little bit in terms of the main context of Mozambiquan that Linda Wey referred to. One of the words Mozambiquans used to describe how partners are getting into them is an idea of protagonism, right? Always wanting to be in the centre of the picture, always wanting to drive the agenda, always wanting to be the main story. So today I really just wanted to draw inspiration from the amazing work that Rydym ni'n gwybod cwp o'r rhaglenion agwgolion nai o'r edrych i rheolwyr rhai, ac rwy'n gwybod yr unig o'r ysgolr yn Cainbrish, ac rydym ni dwi'n ceisio fynd o dae cyfnode bwysig ar hyn o'r rhaglenion agwgolion o'r rhaglenion ymddangos ymddangos yn yr urchon cynghori. I'r beth oedd yn greu'r defnydde o'u gyfynnwys ar gyfer gweithio'n agwgolion sefydlu i'r oed the understanding and knowledge of what knowledge is and how knowledge is produced. The recent work I've been doing, I've been trying to think through in relation to my own practices, both as a researcher but as a teacher in my own education. So I want to just place this in the, in the changing societal landscape, to the fact that most of our learners, certainly you see on the other slide, who have graduated in two program, are gender and see learners, they have a very strong social justice agenda, they're telling us and managing a lot of this change between books and the pile.