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Abstract
This paper comprises an overview of film education institutions in India, mapping orientations and concerns centred on the interface between theory and practice. The paper posits that film education in a country of a developing status, such as that of India, is influenced by the interplay of complex factors which mould the role of students as film-makers. These factors include qualifications of faculty and heads of institutions; accessibility to amenities; location of film education, first in the context of the film and television industry and then within the wider context of development; and funding patterns of these institutions. This paper looks at three particular instances and attitudes in the institutions: the proposal for syllabus revision and the spate of student strikes at FTII since the mid-1990s; technology reification prevalent in the film schools in particular and Indian society at large; and the lack of Film Studies as an organized, academic discipline. These instances and attitudes are discussed as not simply inherent within the institutions, but as comprising responses on behalf of the institutions to changes around them. These point at the role the film schools perceive for themselves as educational institutions.