YEMENTV — broadcast
20261105 110000 UTC
526 transcript segments
Google Cloud Speech-to-Text API (Chirp) + Gemini 2.5 Flash Non-Thinking
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Machine transcription. Treat it as a searchable index of what was broadcast, not a verbatim quotation record.

[00:00:05] to fight this
[00:00:12] fighters, at least, who were teaches, whether in schools or in
[00:00:14] Every time I go to
[00:00:21] Yemen,
[00:00:22] he studies this ideology. He studies this two queues, one to school
[00:00:25] and one to the trenches.
[00:00:28] In the first,
[00:00:30] him, "No, you're not going. This at noon, and in the second, a pouch
[00:00:34] will fulfill what you want." My words were on the chest. In the first, fingers holding a pen,
[00:00:38] and in the second, small
[00:00:41] 17 years old, we will find him today on fingers pulling
[00:00:45] and the revolution was erased, not the trigger.
[00:00:51] Between these
[00:00:52] It was not a change in two queues, not only a childhood is lost, but
[00:00:56] the fate of an entire
[00:01:00] and war were not spared
[00:01:02] When a child reads history, they do not stage dropped out of country is determined. What happens to a homeland when its children are stolen from school benches? And what kind of Yemen
[00:01:06] ruler, and the militia awaits us if the path from school
[00:01:09] to the front becomes shorter than the path to the future?
[00:01:17] Al-Rass and his lineage. In the books of the early grades, the
[00:01:21] doors of influence. It comes from
[00:01:33] itself with what was told to the child in
[00:01:41] many facts are obliterated, wants is a child who
[00:01:48] Before the war, education
[00:01:51] two camps, and with a small grade, this meaning in Yemen was not ideal, but it was moving, albeit slowly,
[00:01:55] forward.
[00:01:58] Classrooms were full of children, and in the academic year
[00:02:02] 2012-
[00:02:04] or an adult. This 2013, more than five million
[00:02:08] consciousness, in the
[00:02:09] other than war? And who children were distributed among approximately 17,000 schools and crowded into
[00:02:13] more than 136,000
[00:02:15] classrooms. And every
[00:02:18] It imposed it on adults, morning, the child would carry their small bag
[00:02:20] academics, employees, and go to
[00:02:21] women, a place where they would learn that they have a name,
[00:02:25] a right, and a future.
[00:02:28] Dropping out of schools
[00:02:31] المدارس
[00:02:33] was somewhat acceptable, and its reasons were economic,
[00:02:37] resulting from ignorance and lack of awareness
[00:02:41] of the family
[00:02:42] all of this. First, he changed in most Imamite, priestly ideas in cases about the importance of education. Also, in
[00:02:45] rural areas, which represent more than 70% of the population
[00:02:49] of the Republic of Yemen, often the school is usually
[00:02:52] up to middle school, to ninth grade for example, and then the students
[00:02:58] which the education do not find an opportunity to continue their education to high school and beyond, so they drop out, especially girls,
[00:03:02] meaning in light of the limited number of female teachers
[00:03:05] in rural areas
[00:03:06] specifically.
[00:03:12] Then the war came, and the ceiling collapsed, and the
[00:03:15] classroom was destroyed, and the blackboard was scattered,
[00:03:19] starts from and the chairs were broken,
[00:03:21] kindergarten and the wall collapsed, and the place that
[00:03:25] will enable it to was supposed to protect
[00:03:29] the child was destroyed. Thousands of schools lost their ability to
[00:03:32] perform their function. Some of them became ruins,
[00:03:34] some of them became shelters, and some of them
[00:03:38] became part of the war.
[00:03:41] When the Houthi militia
[00:03:43] brainwashing the curricula. I mean, came, it struck
[00:03:47] two pillars of Yemeni society
[00:03:51] They can get literacy education in fatally. A major transformation occurred for women and children on the other
[00:03:54] side.
[00:03:57] With the escalation of the war, going to school became
[00:04:01] a risk. The teacher found himself in front of a blackboard
[00:04:05] child is not trained only without a salary, al-Din al-Houthi. In the camp, the and many families
[00:04:08] found themselves unable to pay the simplest costs
[00:04:11] of education. The child's bag became a burden,
[00:04:15] and families began to make painful
[00:04:18] changing inside. decisions. We ask
[00:04:21] God and pay the house rent and pay for my house.
[00:04:25] I'm sick, lying in the house.
[00:04:29] Some of us get the certificate from the country to study here.
[00:04:32] We ask God here. The
[00:04:36] must be reflected in old man came to work. We sold it for 100. Let us have 50
[00:04:38] after
[00:04:41] basic training in that. So to gather the house expenses, house rent. The Houthi
[00:04:45] militia started recruiting children early on, even before
[00:04:49] or even religious the six wars. First, it disrupted public education in
[00:04:52] Saada from the beginning, and
[00:04:55] Saada was
[00:04:57] the book. It left on the lists of public education.
[00:05:01] The most governorate with dropouts
[00:05:04] in the republic in terms of public education dropouts, meaning
[00:05:09] and guardianship came to the family that in Saada, young students do not go to
[00:05:13] schools. After that, in the six wars,
[00:05:16] the Houthi militia had
[00:05:19] a percentage exceeding 30% of
[00:05:24] children under the age of 14, and even
[00:05:27] 12. And these are indoctrinated from a young age. Imagine,
[00:05:31] from the age of six or five,
[00:05:35] Imamate ideology, so he believes that he is fighting
[00:05:38] for the sake of God and that he will enter Paradise by defending the master.
[00:05:50] The governorates after that, in 2014, after the surrender
[00:05:54] of the capital to the Houthi group, the education
[00:05:57] system collapsed in general as part of the general
[00:06:01] collapse of the system of protecting and promoting and protecting child
[00:06:04] rights in the Republic of Yemen. So we found that
[00:06:08] children at this
[00:06:11] school in a massive way. In addition to that,
[00:06:15] the militia became the
[00:06:19] does not derive its existence and continuity
[00:06:23] from the satisfaction of society or from the growth and well-being
[00:06:26] of society, but rather derives its existence and continuity from
[00:06:29] the continuation of the state of war, the continuation of the state of killing
[00:06:33] and death, the continuation of economic decline, educational
[00:06:37] decline, and the increase in illiteracy rates
[00:06:40] and semi-literates. These are
[00:06:44] the yeast that feeds any armed militia,
[00:06:47] and at its head is the Houthi group, which fundamentally
[00:06:51] stems from ideological and doctrinal principles that are based on the idea
[00:06:55] that it enslaves the people
[00:06:58] you know, subordinate to it, with no
[00:07:01] rights, but rather only to listen and obey, and this one
[00:07:05] who listens and obeys must not
[00:07:11] be educated. When the daily path to the classroom
[00:07:15] is lost, where does the child go? Is there
[00:07:18] any other path for them picks them up when
[00:07:22] the school does not? With every child who leaves
[00:07:25] its walls, the family does not only lose their
[00:07:28] child, but Yemen loses a small
[00:07:31] chance for salvation. Some
[00:07:35] killed their parents because their
[00:07:38] parents were not with the Houthis. Some killed their brother,
[00:07:41] their uncle. I mean, we hear news
[00:07:45] and events that make one's hair stand on end in areas under Houthi control, how these
[00:07:48] children turned into young men who killed
[00:07:52] their fathers because of these
[00:07:54] abominable racist , priestly ideas, and what the father
[00:07:58] and mother and older children are subjected to,
[00:08:02] the child is subjected to, but in a multiplied way. So when the father
[00:08:06] dies, the child becomes an orphan. When the mother
[00:08:09] dies, the child becomes an orphan, and
[00:08:13] can become homeless. When the house is destroyed or
[00:08:16] the school is blown up, or the child drops out of school, he transforms
[00:08:20] and is taken in by the street
[00:08:22] and is taken in by
[00:08:25] the Houthi militia, who recruit him and brainwash him. So what the child
[00:08:28] in the world suffers, the Yemeni child suffers
[00:08:32] many times over in these circumstances, unfortunately. I think
[00:08:35] that the destruction of more than 3,000
[00:08:38] schools was not the biggest reason for
[00:08:42] the educational collapse in Yemen, because children can leave
[00:08:46] schools, or not enroll in schools,
[00:08:49] for other reasons. But when there is
[00:08:52] brainwashing of children's minds, brainwashing
[00:08:56] of school curricula, this is the dangerous problem, because
[00:08:59] dropping out of school can be overcome.
[00:09:03] the future.
[00:09:14] But the school did not completely die. Some
[00:09:17] schools did not close their doors. The
[00:09:20] classrooms remained, the desks remained,
[00:09:23] and the bell remained.
[00:09:28] However, something else was
[00:09:31] What is told to the child, and what
[00:09:34] is erased from his memory, and what is planted in his consciousness
[00:09:38] here. We are no longer facing a school
[00:09:41] that has eroded only, but rather a school
[00:09:44] that has changed.
[00:09:51] I mean, when I was first pregnant with my eldest son, I used to say, "How
[00:09:54] do mothers let their children go to school normally
[00:09:57] and walk on the road normally and they have no
[00:10:01] problem?" I mean, I used to tell myself, "What is
[00:10:05] this? They are not normal mothers for letting them go." So what about later when they tell me
[00:10:09] he went to the front? Children specifically at the beginning of puberty,
[00:10:12] at the age of 11 or 12,
[00:10:16] are lured by being told, "You have become
[00:10:20] a man. Carry a weapon," encouraging them
[00:10:23] that they must go to the front.
[00:10:27] I mean, children at this age aspire
[00:10:30] to be men, so the Houthi was able to take them,
[00:10:33] take the children and gather them to the
[00:10:35] fronts.
[00:10:41] Sometimes the disaster is not in closing
[00:10:44] the school, but in it remaining
[00:10:47] open through a curriculum that changes,
[00:10:50] rituals that are introduced, and a slogan that competes
[00:10:54] with the lesson. This is how the
[00:10:57] school changed in areas under the Houthi
[00:11:00] militia's control. The textbook was no longer as
[00:11:03] it was. The interpretation was altered, and
[00:11:07] history changed,
[00:11:10] only from the book, but from the memory of the new
[00:11:13] generation.
[00:11:17] a page, nor an amendment in a lesson. It was a long
[00:11:21] path to reshape the child's memory.
[00:11:27] only learn the past, but they learn
[00:11:30] who they are, who they belong to, who they trust,
[00:11:33] and who they fear.
[00:11:35] منه.
[00:11:39] change does not enter through politics first, but
[00:11:43] through the deepest
[00:11:46] the first words with which the child learns the meaning
[00:11:49] of religion, the meaning of obedience, and the meaning
[00:11:52] of following. In the subject of the Holy Quran
[00:11:55] for the first grade, the child learns from a lesson related
[00:11:59] to Surat Al-Fatiha that prophets and guides
[00:12:02] are on the same level. And in the second grade,
[00:12:06] the concept of jihad for the sake
[00:12:09] of God enters their early consciousness. Then in the third
[00:12:14] turns into a song that students chant and memorize
[00:12:18] by heart. And in the fourth grade, children
[00:12:22] learn that the two testimonies are
[00:12:24] the faith of the Messenger of God and his family. Step
[00:12:27] by step, not only the curriculum changes,
[00:12:31] but the first keys with which the child
[00:12:34] understands religion, history, homeland,
[00:12:38] and others change.
[00:12:41] He usually, when any curriculum is prepared,
[00:12:45] the curriculum
[00:12:49] is set according to the
[00:12:51] goals of the state or
[00:12:55] society. So there must
[00:12:57] be goals for us, the Yemeni society, that are called
[00:13:01] strategic goals of the state, which is
[00:13:04] creating a righteous Muslim
[00:13:07] citizen
[00:13:10] who possesses all the good values and morals
[00:13:14] that lead to him
[00:13:18] being a good and productive citizen
[00:13:21] belonging to this homeland. So the curricula must be structured in this way.
[00:13:25] I mean, first,
[00:13:27] achieving the strategy of the state
[00:13:30] and society. Second, it is done
[00:13:33] according to the educational stages:
[00:13:37] primary stage, preparatory stage, secondary stage,
[00:13:40] and university. I mean, when we talk about the curriculum, it
[00:13:46] or pre-school education
[00:13:49] to university education. This
[00:13:54] is formal education, and it is also accompanied
[00:13:58] by non-formal education or what is after
[00:14:01] open education. All of these must
[00:14:05] comply with the state's policy
[00:14:08] and
[00:14:11] the state's general approach. The Houthi is now focusing on
[00:14:14] creating a special generation
[00:14:17] for him, a generation that believes
[00:14:19] in guardianship, believes that anyone who is not on
[00:14:23] the path of guardianship is an infidel. Their blood, money, and honor are permissible. This
[00:14:27] is present in their curricula, and Muhammad Abdel Azim al-Houthi openly declares
[00:14:30] it, and the leaders of the Houthi group declare it. It is not hidden. Before,
[00:14:34] when we talked about it, we would leak or say
[00:14:37] information that had not reached the public at least. Today,
[00:14:40] we are talking, and YouTube is abuzz, and social
[00:14:44] media is abuzz with their statements about guardianship
[00:14:47] and what results from believing or disbelieving in guardianship. And
[00:14:51] it wants to indoctrinate this generation so that
[00:14:54] it can continue for long decades and believes
[00:14:58] that it will rule with this generation that it is building now. Therefore,
[00:15:01] they focused primarily on even appointing
[00:15:05] a Minister of Education, Yahya Badr al-Din al-Houthi,
[00:15:08] who is heavily indoctrinated,
[00:15:12] meaning that this file is important to them. This generation
[00:15:16] must be destroyed and indoctrinated with these ideas
[00:15:19] so that it remains their fuel in the future for
[00:15:22] long decades. Today, the Houthi is planting
[00:15:26] the idea anew that the first and last
[00:15:29] command belongs to the master, and that governance
[00:15:34] from the Lord of the Worlds, and that people must submit
[00:15:37] them because they will not enter paradise at all unless it is through
[00:15:40] Abdul-Malik al-Houthi and his supporters.
[00:15:44] What is happening in these curricula that the Houthi
[00:15:49] summer centers or in special courses
[00:15:52] for our children in the
[00:15:56] areas under his control, are all bad ideas, all
[00:15:59] Imamite ideas. He re-teaches
[00:16:02] the Imamite ideology that he believes in, that
[00:16:05] all obedience belongs to Abdul-Malik al-Houthi, and they
[00:16:08] must listen and obey, and they must pay
[00:16:11] taxes.
[00:16:17] In areas under Houthi control, the curricula of the basic
[00:16:21] stage from the first grade to the ninth
[00:16:24] grade are rephrased around a single narrative:
[00:16:27] a prophetic biography read from a dynastic
[00:16:31] perspective, a Hadhrami jurisprudence, and Islamic
[00:16:35] history centered around the Hashemite
[00:16:37] dynasty. Thus, meanings change in the child's mind.
[00:16:41] Controversial figures are presented as heroes,
[00:16:44] and rebellions are narrated as revolutions, and the
[00:16:48] vast history of Yemen is condensed into the moment
[00:16:52] of the arrival of Al-Hadi
[00:16:55] Over time, the child does not read the history
[00:16:58] of his country as Yemenis lived it, with its diversity
[00:17:01] and breadth, but as the militia wants
[00:17:04] him to remember it: a history
[00:17:07] passes through it, and ends
[00:17:09] with it.
[00:17:12] This is the danger of the matter.
[00:17:16] Why? Because
[00:17:19] whether historical facts, social
[00:17:22] even
[00:17:25] political facts,
[00:17:26] and replacing
[00:17:29] them with what is present or
[00:17:33] the current orientation of any party, and this, of course, creates
[00:17:37] a distorted consciousness in the citizen, whether a child
[00:17:42] distorted
[00:17:45] end, reflects negatively on everyone. The Houthi
[00:17:49] began changing the curricula from
[00:17:51] the first year he took control
[00:17:55] of the state in Sana'a.
[00:17:57] Gradually, we used to study national education as
[00:18:01] children, and the state taught us national education. We read about
[00:18:05] Al-Zubairi, and we read about Ali Abdel Al-Moghni, and we read about
[00:18:08] Al-No'man. And we read about all the martyrs who sacrificed themselves,
[00:18:12] and we read from the great prisoners from the beginning of
[00:18:14] Yemeni civilization. And now he has abolished
[00:18:20] the names of schools from Yemeni names and even some names of
[00:18:23] companions to sectarian names. And he also
[00:18:26] teaches about the late Hussein Al-Houthi, who has become
[00:18:30] the role model and the center around
[00:18:35] system in Yemen revolves, if you will. There was a group
[00:18:39] like private schools trying to follow a parallel
[00:18:42] path and teach the curricula that existed, but unfortunately, the Houthi
[00:18:46] surrounds them from all sides. So unfortunately, he infiltrated and imposed
[00:18:50] parallel curricula on them, and supervisors in every school, and it
[00:18:53] even reaches the point where there is a supervisor in every classroom
[00:18:57] who monitors the teaching of these Houthi curricula
[00:18:59] that distort the mind and distort identity and try to obliterate
[00:19:03] the Yemeni identity. The Houthi militia focused from the very first moments
[00:19:09] on education and targeting education
[00:19:12] by changing the curriculum because it is an
[00:19:15] ideological idea, and therefore it wants to build society as
[00:19:18] it wishes, as it wants,
[00:19:21] and recruit all these generations for its own benefit. Your
[00:19:24] son can be kidnapped from inside the school and taken to a summer
[00:19:28] camp, and then you find him on the front. If he returns alive, he will return as your
[00:19:32] enemy. And if he returns dead, then it was fate. So you are facing
[00:19:35] a serious problem that all fathers, mothers, and guardians
[00:19:39] are facing now. They are the ones who
[00:19:43] fortify their children against these extremist ideas.
[00:19:47] And we have seen in more than one school a supervisor
[00:19:50] come and say, "Death to America, death to Israel!"
[00:19:54] And the students unanimously shout, "With spirit, with blood, we sacrifice for you, Yemen!"
[00:19:57] And for this reason, there must be awareness among
[00:20:00] everyone of the importance of setting
[00:20:04] curricula for this state,
[00:20:07] its history, its geography,
[00:20:10] its values, its morals. These
[00:20:13] the curricula, and not just what we see or
[00:20:17] what aligns with our orientations, whether
[00:20:20] our political or historical
[00:20:24] or social
[00:20:27] orientations. I mean, in the end, God
[00:20:29] created
[00:20:31] human beings equal. The opponents of
[00:20:35] the Houthi militia, before preparing
[00:20:37] to confront it militarily, must
[00:20:40] confront these effects and these
[00:20:44] results that it has produced and these actions that the Houthi militia
[00:20:48] has carried out throughout the past periods with cultural weapons,
[00:20:51] with intellectual weapons, with awareness weapons
[00:20:55] ال
[00:20:57] massive wave that will
[00:21:00] remain for long decades until we get rid of it.
[00:21:04] the front. All the foolishness
[00:21:07] is gone. I felt that it was
[00:21:11] a ready decision. After God, he just came
[00:21:15] to say goodbye to me. I tried every way to tell
[00:21:20] is not what you want. I in extra
[00:21:24] time, meaning he had already
[00:21:27] decided.
[00:21:29] He didn't study. If he could have sent me a message, "Mother, I hope to see you
[00:21:33] well," meaning, "I'm going to travel."
[00:21:35] He went for me.
[00:21:44] Even subjects that are supposed to remain far from politics
[00:21:50] from this change. The rifle enters the child's
[00:21:53] picture, and bullets and rockets
[00:21:56] become part of the lesson's
[00:21:58] language. Here, the war does not remain outside
[00:22:02] the school, but becomes part of the child's daily
[00:22:06] imagination. The child learns arithmetic, but the images
[00:22:09] around him do not tell him that the world is apples
[00:22:13] and balloons. They tell him that the world is a rifle,
[00:22:16] an enemy, a battle, and death that can be called
[00:22:20] glory. And herein lies the
[00:22:23] danger, for the child does not change in one day.
[00:22:27] He changes slowly, with a word that repeats,
[00:22:30] with an image that follows him, with a slogan he
[00:22:34] memorizes before he understands it, and with a story that divides the world in
[00:22:37] his eyes into
[00:22:41] lesson that moves the war from outside to
[00:22:45] inside him. Which is more dangerous: changing curricula or
[00:22:48] closing schools? Of course, both are dangerous, whether closing schools or changing
[00:22:52] curricula. But I think that changing curricula is much more dangerous than
[00:22:55] closing schools. Closing schools in itself
[00:22:58] is a catastrophic thing
[00:23:01] that deprives children and deprives children
[00:23:04] of one of their most important rights, which is education. But
[00:23:08] the effects of closing schools can be remedied
[00:23:11] through many means.
[00:23:14] However, the danger of changing curricula is considered a very
[00:23:18] great danger because it works to change
[00:23:22] the ideas of children. The issue that
[00:23:26] the curricula and planting his racist, sectarian,
[00:23:30] the curricula, is considered to produce for us a whole
[00:23:33] generation. I can briefly call it
[00:23:37] time bombs. You,
[00:23:40] by changing the educational curricula,
[00:23:44] are producing extremist ideas,
[00:23:47] racist ideas, dynastic ideas, ideas that are hostile
[00:23:51] to patriotism, hostile to freedom,
[00:23:53] hostile to equality, hostile to justice,
[00:23:56] and push for loyalty to a specific
[00:23:59] person, or a specific dynasty, or a specific sect, or a specific
[00:24:03] group. This is much more dangerous than closing the school. Brainwashing
[00:24:06] the curriculum is very dangerous, and therefore the Houthi group realizes
[00:24:10] that it is carrying out a systematic, long-term action that
[00:24:15] feed on these dropouts and uneducated or
[00:24:18] distorted minds. Therefore, it is now
[00:24:21] seeking to, I mean, sustain its wars,
[00:24:25] sustain its fighters, sustain the state of
[00:24:28] war and conflict. Therefore, it has resorted to
[00:24:33] at the beginning, when the Houthi movement
[00:24:36] appeared, it used to deceive children
[00:24:40] with chants
[00:24:43] and poems, trying to deceive the youth
[00:24:46] and stir their emotions, starting from 16 years old or even
[00:24:50] 10 to 12 years old, and so on.
[00:24:52] So the most dangerous, and not less dangerous, is changing the curricula
[00:24:56] and changing the intellectual structures within society.
[00:25:00] I started messaging all the fathers. Father of so-and-so, father of so-and-so.
[00:25:03] Father of so-and-so. "Prevent my son, prevent my son." People used to tell me, "My
[00:25:07] daughter, take your son from us. We give the children
[00:25:10] pills from them," meaning we give them pills so they are not
[00:25:14] in their right minds, and I don't mean that he faces the front with all this
[00:25:17] courage. I just said, "I have to start it." I was aware that I was
[00:25:21] entering a war. I was entering a war. I contacted
[00:25:24] all of them. I didn't care. They used to tell me, "Teacher,
[00:25:27] it's an effort for the homeland," and I am not
[00:25:30] willing to see a picture or a disabled person
[00:25:33] or want my son,
[00:25:37] people. I mean, they are our worst enemies, so
[00:25:40] we must be careful of these enemies.
[00:25:44] The change did not stop at
[00:25:47] the classroom and went to the yard. The morning
[00:25:50] assembly and at school events and activities,
[00:25:54] and I teach my colleagues
[00:25:56] calligraphy and the arts of calligraphy, and in the speeches given to children,
[00:26:00] the school began to take another
[00:26:03] form. This is our journey from generation
[00:26:06] to generation. Its beginning was small centers.
[00:26:10] So military language began to infiltrate the school
[00:26:13] day, and the slogan began to compete
[00:26:16] with the lesson, and the lineup became wider
[00:26:19] than the morning assembly, and the front
[00:26:23] was not as far as it seemed, for before
[00:26:26] the child reached it, it had already reached him. Today, after ten
[00:26:30] years of war, I think that if a child, meaning he was seven
[00:26:34] years old, joined, meaning he was taught these
[00:26:36] ideas and these ideas were planted in him from
[00:26:40] the age of seven, today he is
[00:26:43] the front fighting fiercely, believing that what he is doing is
[00:26:47] right, meaning he believes that what he is doing is the religion that Muhammad
[00:26:50] (peace be upon him) brought, because these militias
[00:26:54] have changed all the religious
[00:26:57] ideas within the curricula, they have changed
[00:27:00] all the principles and values, whether
[00:27:03] Islamic principles and values or the principles and values upon which the Republic
[00:27:07] of Yemen was founded, in the minds of these children. Today, these children constitute an army for
[00:27:11] the Houthi. From these materials that are,
[00:27:14] I mean, offered to students are the subject of Quranic
[00:27:17] Culture, the subject of Conflict,
[00:27:21] the subject of Fiqh, the subject of the Holy Quran,
[00:27:24] Tajweed. Then came the summer centers
[00:27:27] and turned into something like a third chapter,
[00:27:30] a chapter that gets closer to the world of weapons and does not content
[00:27:35] the book, but pushes him one
[00:27:38] step further, and the child that the Houthi militia
[00:27:43] does not ask much and sees the world only through the hole
[00:27:46] of battle and does not grow towards the future
[00:27:50] but towards the trench. And when the child's
[00:27:53] consciousness changes, it becomes easier to kidnap
[00:27:56] him from his future.
[00:27:58] The summer centers are the tool for
[00:28:03] the indoctrination carried out by the Houthi militia, and these
[00:28:06] centers were not limited to a specific
[00:28:09] group, but the Houthi militia came
[00:28:12] with its sectarian,
[00:28:16] racist baggage and imposed it on the entire society.
[00:28:24] unemployed people, housewives, all
[00:28:27] segments of society are forced
[00:28:30] to accept
[00:28:32] and
[00:28:35] embrace this curriculum that it presents, even though they are
[00:28:38] outdated ideas and ideas that do not belong to the era, nor
[00:28:41] to religion, nor to values, and do not belong
[00:28:45] to logic or knowledge at all. Yet, Yemenis are forced
[00:28:48] to accept these ideas. The summer
[00:28:51] centers, and almost they have, I mean, taken a long time, meaning
[00:28:55] months, and the Houthi is working on them
[00:28:58] relentlessly. I mean, he spends a lot on these
[00:29:02] summer centers because he is working to
[00:29:05] change the ideas and minds of children. He is building a complete
[00:29:09] army, I mean, from children. This army works
[00:29:13] to change their ideas so that they only have that
[00:29:17] Abdul-Malik al-Houthi is number one. We will not listen to anyone.
[00:29:20] We will not carry out anyone's orders, even if they are
[00:29:24] the parents. They will only carry out the words of Abdul-Malik al-Houthi, and we will not enter paradise except through him
[00:29:28] and his supporters.
[00:29:28] انصاره
[00:29:40] In the summer of 2024,
[00:29:42] the Houthi militia opened about 700 summer
[00:29:46] centers. But the more dangerous question
[00:29:49] is not how many children entered these centers, but how many
[00:29:53] children will leave them closer to the trenches
[00:29:56] and further from school. Our master and leader
[00:29:59] and patron, Sayyed al-Qaid al-Alam
[00:30:02] al-Mufda Abdul-Malik Badr
[00:30:08] on fighting. He trains to leave
[00:30:11] his childhood to see the world through the barrel
[00:30:14] of a gun, to deal with fear
[00:30:18] as if it were courage, and we will present the first, second
[00:30:21] and third, and with death as if it were an ordinary
[00:30:24] path.
[00:30:28] Camps were monitored, of course, even
[00:30:30] for children in many governorates, about 20
[00:30:34] camps were
[00:30:38] used to train these
[00:30:41] young children
[00:30:44] fighting and so on, then these children are pushed
[00:30:47] to go into the first ranks
[00:30:50] of battles. After four months, they told
[00:30:54] me, "We'll bring him for four days." I told them, "Okay." I promised that I wouldn't
[00:30:57] stop him. Indeed, I was at Wadi.